OpenLLM-France/wikimedia huggingface dataset:
# Introduction to Information Literacy in the K12 Classroom/Chapter 6.5
## Overview

Socializing is becoming more and more important in the digital age. Being able to communicate in real time at anytime makes socializing easier and more effective. Twitter, the idea which came from Jack Dorsey, makes these interactions possible. Individuals are able to post comments in 140 words or less. These short interactions enable people to communicate quickly and at anytime. Using Twitter as an educational tool extends the classroom beyond the classroom by allowing students to communicate with each other and the instructor at anytime and in any place.

## Personal Accounts

The article Tweeting the Night Away: Using Twitter to Enhance Social Presence lists several typical experiences of students and teachers using Twitter:
“A student is reading something in the textbook and has a question about the chapter on multimodal learning. She immediately tweets (i.e., posts) her question to the Twitter community, and gets three responses within ten minutes)-two responses from classmates, and one from Joni (her professor). This leads to several subsequent posts, including comments from two practicing professionals.”
“A student is working on an assignment and is wondering about embedding music into a slideshow presentation. He tweets a question to the group and gets a response from Patrick (his professor) and a practicing professional. Both point the student to different online resources that explain how to embed music and provide examples to deconstruct. Within a half hour, the student has embedded music in his slideshow presentation.”
“A student finds a great video about storyboarding on YouTube and posts the URL to Twitter. Her find is retweeted (i.e., reposted) three times because others also think the video is great and worth sharing.”

## Benefits

Twitter offers many benefits to the education experiences. It creates a place where information can be communicated timely. If students have a question or concern, they can tweet their question and receive responses very quickly. The simplicity of Twitter makes it appealing. Students and teachers can communicate easily in an informal way. Twitter, by connecting a broad variety of people, provides students with a wider range of resources and helps strengthen their social skills.

## References

Dunlap, J. C., et al., Tweeting the Night Away: Using Twitter to Enhance Social Presence. Journal of Information Systems Education v. 20 no. 2 (Summer 2009) p. 129-35
Twitter.com
# Introduction to Information Technology
## Table of contents
### Introductory Material

* About
* Introduction

### Major Topics

* Computing Hardware
* Networking
* Virtualization
* Operating Systems
* Web Technologies
* Spreadsheets
* Relational Databases
* SQL
* Cybersecurity
# Introduction to Information Technology/About
## Target Audience

This book is designed for first year, undergraduate students majoring in Information Technology or a related field. The material is also useful for non-IT majors who wish to learn more about the information technologies in use in today's business environments. For many students, this course is their first formal introduction to Information Technology as an academic discipline. Therefore, the book touches on a cross-section of the major topics in IT.

## Authors

This book is being authored by students in the Introduction to Information Technology course at Georgia Southern University. However, we welcome contributions and edits from everyone with a passion for IT.
# Introduction to Information Literacy in the K12 Classroom/Chapter 7.1
## Librarians and Education

Librarians are just as much a part of our classrooms as our students are. So, having the librarians be information literate is critical. Librarians can use wikis to have students involved in book reviews or they can create podcast on how to use the library. And teacher-librarians can develop students' information literacy skills by having the students evaluate existing blogs. For example, groups of students can be asked to record a list of communication and design criteria representative of effective, save and credible blogs. Later, these criteria can be refined across group discussions and then applied by the teacher-librarian or students when developing their own class, school library, or school blog (McPherson, 2006 p. 68).

## 21st Century Skills

Development of information literacy skills around units of inquiry for research and reflections on a particular event, critical question, novel study, author, family history, or science experiment (McPherson, 2006 p. 68), is quite helpful because it creates authentic and motivating text-based reading and writing contexts for students (McPherson, 2006 p. 68).
Here are some websites with ideas for librarians on how to incorporate the “Web tools” into their classroom the library (Washington State Library 2001; Loertscher and Woolls 1997; Dalhousie University 2008). Librarians along with technology resource teachers can also be asked to step into the classroom to demonstrate using a blog space or a wiki. Through demonstration, the students will all be brought up to at least the same level of information. This way all can understand what to do when they are asked to use the webspace. Consult your librarian about putting together a powerpoint or screencast to enhance the learning process about the desired web tool.

## Libraries in Information Society

Contributions of libraries to our society are more important than ever before in the information age. Libraries and museums are dedicated to creating and sustaining a nation of learners even after schools (Martin, 2004).
In 1998, AASL published Information Power: Building Partnerships for Learning, a guide for school library media specialists in helping students flourish in a learning community. The guidelines of Information Power also explain the importance of collaboration -- joining teachers and others to identify links in student information needs, curricular content, learning outcomes, and a variety of print and non-print recourses.

## Resources:

Loertscher, D.V. and Blanche Woolls. (June 1997). The Information Literacy Movement of the School Library Media Field: a preliminary summary of the research. Retrieved June 22, 2008 from http://slisweb.sjsu.edu/courses/250.loertscher/modelloer.html
Martin, R. S. (2004, Winter). A Nation of Learners. Threshold, p. 32.
McPherson, K. (2006). School Library Blogging. Retrieved October 6, 2009 from Teacher Librarian 33:5, University of Mary Washington Library web server.
Washington State Library (2001) Online Guide to Smart Information. Retrieved June 22, 2008 from http://www.librarysmart.com/working/home.asp
# Introduction to Information Literacy in the K12 Classroom/Chapter 6.4
## Skype

Introduction Skype is a web based software application that enables people to make voice calls over the Internet. Skype can be downloaded for free from the website http://skype.com/, and all calls made to other Skype users are free as well. In addition to making phone calls though the internet users can transfer files, instant message, and video conference.
Skype was written by the developers of Kazaa, a group of Estonia-based developers named Ahti Heinla, Priit Kasesalu and Jaan Tallinn. Skype headquarters is located in Luxembourg, and has offices all over the world, including: London, Tallinn, Tartu, Stockholm, Prague, and San Jose, California.

## Value

EBay bought Skype in September 2005 for $2.6 billion. In 2009 Skype recorded revenues of $170 million. A group of investors led by Silver Lake, that includes Index Ventures, Andreessen Horowitz and the Canada Pension Plan (CPP) Investment Board, purchased Skype in late 2009 for $1.9 billion. They now own 65% of Skype.

## Statistics

At the end of June in 2009 Skype had 480.5 million registered users, up 42 percent from 2008. It is estimated that only 82 million are active users. In 2009 the number of free Skype-to-Skype minutes rose 72 and the number of paid SkypeOut minutes rose 57 percent.

## When To Use It

Skype can be used to connect people all over the world for any number of reasons. The video conferencing functionality is utilized by many companies, as it saves a tremendous amount of money that would otherwise be spent on traveling. Soldiers overseas use Skype to stay in contact with their families, and more and more teachers are using Skype as a tool in the classroom.

## Skype and Education

Implementing new technologies in schools can be very expensive. Not only is their the price of equipment and software involved, but the maintenance and support add up to large sums also. Skype is a free, web based software, making it ideal for school budgets. Many teacher run blogs on the interent outline different way to utilize Skype in the classroom. Below is a link that highlights 50 awesome ways for teachers to use Skype.
http://www.teachingdegree.org/2009/06/30/50-awesome-ways-to-use-skype-in-the-classroom/

## References

50 Awesome Ways to Use Skype in the Classroom | Teaching Degree.org. (n.d.). Retrieved October 11, 2009, from http://www.teachingdegree.org/2009/06/30/50-awesome-ways-to-use-skype-in-the-classroom/
Poulus, T. (2009, September 3). eBay gets good price for Skype, plus chance at more later - Telecompaper. Retrieved October 11, 2009, from http://www.telecompaper.com/news/article.aspx?cid=689371
Skype - Wikipedia, the free encyclopedia. (n.d.). Retrieved October 11, 2009, from http://en.wikipedia.org/wiki/Skype
Skype â€“ Make free calls and great value calls on the internet. (n.d.). Retrieved October 11, 2009, from http://www.skype.com/
eBay to sell Skype... Deal puts Skype value at $2.75 Billion | eBay Ink. (n.d.). Retrieved October 11, 2009, from http://ebayinkblog.com/2009/09/01/ebay-to-sell-skype-deal-puts-skype-value-at-2-75-billion/
# Introduction to Latina and Latino Literature/Pedro Pietri
## Pedro Pietri
### Brief Biography

Pedro Pietri was born on March 21, 1943 to Francisco and Petra Pietri. He would be one of five children that the family had. Pietri died aboard a plane going to New York from Tijuana where he had been seeking treatment for a fatal illness that he had contracted after serving in the military during the Vietnam War. Pietri is well known for “Puerto Rican Obituary” and The Masses Are Asses. Pietri was Part of the Young Lords movement that took place in Spanish Harlem during the 70’s, he was an active member of this movement although it was suppressed by the police for fear that it would create a large uprising. Pietri was a strong independista who believed that Puerto Rico should break off of the United States and govern themselves.

### Place in Latina/o Literature

Pedro Pietri was part of the 20th century Nuyorican movement. He was also the co-founder of the Nuyorican Poets Café.

### Analysis of Specific Texts

"Puerto Rican Obituary": This poem touches on the difficulties of speaking two languages simultaneously Pietri’s Puerto Rican Obituary speaks on the indifference with which the Puerto Ricans are regarded. It also touches on the theme of struggle and dreams. The women and men in this poem live their lives working for a misery and dreaming of better things but die without having achieved their dreams and goals. Small things like better pay and winning the lottery are some of the goals that these people had. The American dream was not what they had hoped it would be making the struggle much more personal to them. It was also a critique on the war and his opposition to it.

### Comparison to Other Latina/o Authors

Pedro Pietri and Tato Laviera: Just like “El Spanglish National Anthem” the new generation Latinos in “AmeRican” all have dreams and want to make a name for themselves, however they do not know where they fit in. They wanted to break away from the mainland but they did not fit with the mainland or with Americans so they felt out of place and their struggle shows how Puerto Ricans took a long time to find their voice in this country. The American dream was not what they had hoped it would be making their struggle much more personal to them. Both narrators miss living in Puerto Rico and one-day hope to return to Puerto Rico.

### Links to Online Copies of Texts

"The Puerto Rican Obituary" (1973): http://www.virtualboricua.org/Docs/poems_pp02.htm
"El Spanglish National Anthem" (1993): http://www.virtualboricua.org/Docs/poems_pp01.htm
# Introduction to Latina and Latino Literature/Tato Laviera
### Miscellaneous Links

* Entrevista con nuyorican poet Tato Laviera, New York City, 2009, part 1: https://www.youtube.com/watch?v=TV5Eyna3xQI
* Entrevista con nuyorican poet Tato Laviera, New York City, 2009, part 2: https://www.youtube.com/watch?v=Pcnedz4jf9U
* Entrevista con nuyorican poet Tato Laviera, New York City, 2009, part 3: https://www.youtube.com/watch?v=r968vdPnoKU
* Entrevista con nuyorican poet Tato Laviera, New York City, 2009, part 4: https://www.youtube.com/watch?v=ntuKh6WDlGs
* Entrevista con nuyorican poet Tato Laviera, New York City, 2009, part 5: https://www.youtube.com/watch?v=ku6P3X_U9mk
* Tato Laviera reading "AmeRican": https://www.youtube.com/watch?v=hi_fQi0nFNQ
* Tato Laviera's tribute to Piri Thomas, performed at the Afro-Latin@ Forum Open Mic Tribute to Piri Thomas, November 6, 2011, at El Museo del Barrio, New York City: https://www.youtube.com/watch?v=4KT36sZH0-U
* Tato Laviera and Dr. Stephanie Alvarez performing Laviera's poem "Brava" at a reading hosted by the University of Texas Pan American's "Writing for Performance" MFA class at Art Expressions in McAllen, Texas, April 2009: https://www.youtube.com/watch?v=6qudsy3aNwE
# Introduction to Latina and Latino Literature/Miguel Piñero
## Miguel Piñero
### Brief Biography

Miguel Piñero was a Puerto Rican playwright, poet, actor and Co-founder of Nuyorican Poets café. He was born in Guarabo Puerto Rico on December 19, 1946 to Miguel Angel Gomez Ramos and Adelina Piñero. He died June 16, 1988 due to liver cirrhosis. At a very early age, he moved to “Loisaida” also known as the lower east side, where his father abandoned their family whiles his mother was pregnant with his fifth sibling. Piñero started stealing food for his family by age eleven and by age fourteen he joined a gang called the Dragons and started hustling on the street.
In 1972, Piñero was incarcerated at age twenty five in Sing Sing prison for an armed robbery. One of his first literary works was written while serving time in prison. He wrote the play “Short Eyes” as part of a writing workshop held in the prison. When he left Sing Sing due to parole in 1973, he was capable to present “Short Eyes”, which comes from the slang for child molesting, "short heist." The play is based on his experiences in prison and portrays life, love and death among prison inmates. The play was nominated for six Tony Awards and won the New York Drama Critics Circle Award and an Obie Award for the "best play of the year". The play catapulted Piñero to literary fame and became the first play written by a Puerto Rican to be put on Broadway.
In the 1970s, Miguel Piñero was the Co-founder along with Miguel Algarin of Nuyorican poets’ café, which is a nonprofit organization in Alphabet city, Manhattan. The café is a place to perform heartfelt poetry and real life experiences of Nuyorican lifestyle, Puerto Ricans in New York.
Piñero died on June 16th, 1988 in New York City and his ashes were scattered across the Lower East Side of Manhattan considering his poem “A Lower East side poem”. His life was made into a movie, titled “Piñero” played by Benjamin Bratt.

### Analysis of Specific Texts

"A Lower East Side Poem": Outlaw: The collected works of Miguel Piñero included “A lower east side poem” which is one of the most favored literary works of all times by Miguel Piñero. As a child of the streets, who engaged with gangs, fights and drugs at an early age Piñero represents the proud aspects of being raised in the lower east side. Its shows Pinero's love and pride for his neighborhood and his community, despite the criminal activities taken place.

### Comparison to Other Latina/o Author

Miguel Piñero and Piri Thomas were influential authors in the Nuyorican literary movement who wrote short poems and stories of real life experiences, using a mix of American and Latino heritage. Both artists focus on the cultural and intellectual movement involving other poets, writers and musicians who are Puerto Rican living in New York City. These works of art primarily focus on the experiences of the poor, lower class, working families who suffered from discrimination and poverty amongst Latino neighborhoods and strived for a better future.
# Introduction to Latina and Latino Literature/Lionel Garcia
### Lionel Garcia
#### Brief Biography

Garcia was born in San Diego, Texas, on August the 20th, 1935, deep in the barren brush country. He was raised in an extended family filled with colorful characters which included his parents, grandparents, siblings, aunts and uncles and transient relatives-close and distant- who came in and out of his grandmother's house without warning. He was affected deeply by the Hispanic story telling tradition. Most of his work is about the Mexican American experience in deep south Texas brush country, an area so different and unique that is still part United States and Mexico, an area of a mixture of Catholicism and witchcraft in which nothing thrives except plants with thorns and animals with fangs.

#### Place in Latina/o Literature

As a child of the Great Depression, his philosophy and attitudes are shaped by the strength, love and loyalty he experienced in the face of extreme poverty and prejudice. He inherited his sense of humor from his strong family who managed to confront and solve problems of monumental proportions with common sense and total acceptance.
"In 1983, he was asked to read from his works at a bohemian coffee house in Houston. The response was so positive that he is now in demand nation-wide as a reader and speaker before a wide range of audiences--from literary and corporate groups to kindergartners. He captures audiences with engaging stories laced with generous helpings of humor and wisdom which makes for an immediate connection with his audience

#### Comparison to Other Latina/o Authors

If you mean to sit down and write, I write five days out of the week, from 9 to 11 P.M.. Sometimes I will go later. And I never try to say how many pages I'm going to write a day. I may write two or three or I may write ten pages. It depends. In other words, if I'm really going that night, why stop at a preconceived page number? If I'm struggling I will quit at eleven and go to bed to think. Now, if you are asking me how often I write without sitting down at the computer then I will have to say that I am writing most of the day. For some reason, I write in my head more on Saturday morning, in bed, than at any other time.

#### Miscellaneous Links

Lionel Garcia's personal website: http://www.lionelgarcia-novelist.com/index.htm
# Introduction to Latina and Latino Literature/Miguel Algarin
## Analysis of Text

The poem “A Mongo Affair” was published by the East Village Press / Nuyorican Press in New York, in 1978. Miguel Algarin’s website summaries the work as “A popular early work by a founding Nuyorican poet, Mongo Affair is the experience of our chemical-electrical, physical breakdown and the love and hate for the tar and concrete jungle of Manhattan”. However, the work is also looked at as Algarin’s view and outlook on the Puerto Rican culture when they immigrated to New York.
A mongo affair refers to how the Puerto Rican people thought about them. They were receiving food stamps, health care, cheap rent – they were living on welfare. A mongo was looked as a soft, bloodless, flojo (meaning “loose”). By referring to Puerto Ricans are mongos; it felt as though their sense of pride and hard work was taken away from them. American gave the Puerto Ricans small low paying jobs. By not allowing them to grow and succeed, the Puerto Ricans would never get off welfare. While it was better then being unemployed back home, the Puerto Ricans felt a no sense of purpose.
A major theme in this text is the word mongo. The word is defined online an unintelligent person, taken from the context "Mongoloid idiot". Algarin also looks at the word with a negative connotation to it as well. The word is discriminating toward the Puerto Rican people. They came here for work – they wanted to succeed and make a better life for themselves. The horrible work and low pay they received made that dream almost impossible.

## Literary Criticism

In “The Turn Around Religion in America: Literature, Culture, and the Work of Sacvan Bercovitch”, chapter 3 is entitled “Miguel Algarín's 'Nuyorican Angels' of Night and the Critique of Enwhitened Idealism” written by Maria DeGuzman. DeGuzman comments and gives her opinion on Miguel Algarin’s 1977 collection of “Love is Hard Work: Memorias de Loisaida”. Guzman states that the “modes of representation and cultural critique are far reaching” (37).
Guzman furthers her essay in drawing similarities from Algarin’s writing to philosophical theories. Immanuel Kant and his theoretical theories are argued through similarities and differences throughout the essay. One of the main topics and ideas argued is the angel. Guzman has many theories and illustrations for the angel Algarin wrote about. Overall, Guzman analyzes the article through the death of racism and ethnic hatred. Guzman also backtracks and analyzes the philosophical idealisms that defend and justify racism.
# Japanese/Grammar/～ほど
### Comparison

* Only used for negative verbs.
* Has a different nuance when used with positive verbs.

#### Examples

    バンクーバーは東京ほど暑くない。
    Vancouver is not as hot as Tokyo.

### It was ... to the extent that I could/couldn't/did/didn't ...

* <some activity> ほど <condition>
* The condition (e.g., heat, noise) was so great, that it caused something else.
* In "Making Sense of Japanese" by Jay Rubin, he compares it to the old joke of "It was so hot/cold/etc that <some funny thing occurred because of it>."

#### Examples

    勉強ができないほど暑かった。
    It was so hot that I couldn't study.
# Japanese/Internet Links

* Jim Breen's Japanese Page One of the definitive sites for information on the Japanese language on the web. Jim has been around a long time.
* Japan Cast podcasts.
* Nihongo Resources has dictionaries (e<->j, particles, names, etc.), kanji information, lessons, and various information about Japanese.
* Meguro Language Center downloads has a lot of content for download specific for those studying for the JLPT tests.

## Dictionary/Translation

* RomajiDesu WWWJDIC based English <-> Japanese dictionary with audio tts, examples, kanji lookup, etc.
* Japanese dictionary Lookup words, kanji characters, kanji combinations, convertor between Romaji and Kana, view kanji in example sentences
* jeKai An open, free, online Japanese-English dictionary. Somewhat small number of entries, but contains extensive information on usage, etc., of what it does have
* Jim Breen's WWWJDIC Excellent Japanese<->English dictionary, with examples of use, grammar information, kanji lookup, etc.
* Eijiro on the web Searchable version of the Eijiro J<->E corpus/dictionary.
* unnamed corpus Searchable J<->E corpus
* Jedo J<->E Dictionary with an emphasis on medical terms
* Infoseek Multi-Dictionary J<->E, kokugo, and katakana dictionaries
* JE-Dictionary online Japanese-English dictionary.
* Jeffrey's Japanese<->English Dictionary

## Online learning

* Collin's Japanese Language & Culture Page Great source for links, notes on self-study, etc.
* Learn to Speak Japanese Online Learn Japanese for free.
* Japanese guide to Japanese grammar, A Grammatical explanations for thinking in Japanese
* Meguro Language Center Lots of downloadable material
* MIT OpenCourseWare Offers some Japanese course material
* Pera Pera Penguin´s 5 Minute Japanese Classes Yomiuri´s nice lessons
* Teach Yourself Japanese TAKASUGI Shinji's good set of lessons

## Online quizzes and tests

* 文法クイズ
* Japanese-Language Proficiency Test Test Japanese grammar and vocabulary for free.

## Sort

* WaKan Project
* kantango.com
* moji.mozdev.org
* rikaichan
* yoshida institute