OpenLLM-France/wikimedia huggingface dataset:
# Digital Signal Processing/FIR Filter Design
## Filter design

The design procedure most frequently starts from the desired transfer function amplitude. The inverse Laplace transform provides the impulse response in the form of sampled values.
The length of the impulse response is also called the filter order.

### Ideal lowpass filter

The ideal (brickwall or sinc filter) lowpass filter has an impulse response in the form of a sinc function:
       $h(n)={\frac {\omega _{c}}{\pi }}{\frac {sin(\omega _{c}n)}{\omega _{c}n}}$
This function is of infinite length. As such it can not be implemented in practice. Yet it can be approximated via truncation. The corresponding transfer function ripples on the sides of the cutoff frequency transition step. This is known as the Gibbs phenomenon.

### Window design method

In order to smooth-out the transfer function ripples close to the cutoff frequency, one can replace the brickwall shape by a continuous function such as the Hamming, Hanning, Blackman and further shapes. These functions are also called window functions and are also used for smoothing a set of samples before processing it.
The following code illustrates the design of a Hamming window FIR:

## Filter structure

A Finite Impulse Response (FIR) filter's output is given by the following sequence:
       $y(n)=b_{0}\cdot x(n)+b_{1}\cdot x(n-1)+b_{2}\cdot x(n-2)+\cdots +b_{N-1}\cdot x(n-(N-1))$
The following figure shows the direct implementation of the above formula, for a 4th order filter (N = 4):
With this structure, the filter coefficients are equal to the sample values of the impulse response.
# Digital Signal Processing/Haar Transform
## Haar Transform

The Haar Transform, or the Haar Wavelet Transform (HWT) is one of a group of related transforms known as the Discrete Wavelet Transforms (DWT). DWT Transforms, and the Haar transform in particular can frequently be made very fast using matrix calculations. The fastest known algorithm for computing the HWT is known as the Fast Haar Transform, and is comparable in speed and properties to the Fast Fourier Transform.

## Uses of the Haar Transform

Haar transform uses non-sinusoidal basic wavefunction. So it has great applications related to DSP. The basic haar transform matrix is defined by the function Hk(x). Where o<=k<=N-1, N is the matrix size.

## Further reading

* w:Discrete wavelet transform
* w:Haar wavelet
# Development Cooperation Handbook/The video resources linked to this handbook/Episode 1 - MDG 1 - Eradicate extreme poverty and hunger

Youtube ⇒ playlist
Issue 1 ⇒ National Governments and International Organizations – their commitment to MDGs
⇒ Goal 1: Eradicate extreme poverty and hunger

## Acknowledgements
### Organizations

European Union Directorate–General for Development and Cooperation – (EuropeAid) The Kautilya Society, Varanasi Armadilla, Italy TG1 - RAI Welthungerhilfe Pravah Mahila Swarojgar Samiti Secretaría de Integración Social, Alcaldía Mayor de Bogotá

### Special thanks to

Bibiana Esperanza Chiquillo Shiva Kumar Montek Singh Ahluwalia Jean Drèze Nirj Deva Francesco Brancatella
# Development Cooperation Handbook/The development aid organization/Statutes of association of Organizations working as Development Cooperation Actors

In order to facilitate the establishment of organizations we invite all The Vrinda Project partner organizations to share their statutes.
In the future it would be good also to write a section on "How to establish an organization". Can anyone help in it?
# ETD Guide/Technical Issues/XML Software

Since XML is software independent, many types of software can be used for the production of ETDs in XML. The next table gives the software you can use by type of tools. This is a short list of tools we used in our projects. Nevertheless, many others can suit you requirements, among them, freeware. http://www.garshol.priv.no/download/xmltools/ is a good place to find free XML tools and software. The XML Cover Page (http://www.oasisopen.org/cover/sgml-xml.html) is the reference.
XML Editors
* XML Spy http://www.xmlspy.com This tool integrates more than an XML editor.
* Xmetal http://www.xmetal.com/top_frame.sq
* Corel WordPerfectSuite http://www.corel.com See Corel WordPerfect. Can also be used as regular wordprocessing software.
* MS Word www.microsoft.com See Microsoft Word and Office 2007.
* StarOffice Version 8 http://www.sun.com/software/star/staroffice/index.jsp A good alternative to MS Word, exports some kinds of XML. Supports import and export of MathML files.
* OpenOffice.org http://www.openoffice.org Exports XMLbut not to (user) variable DTDs
* AbiWord http://www.abisource.com open source
* Kword http://www.kde.org (KOffice, KDE Project/ open source)
* Amaya http://www.w3.org/amaya Open Source, World Wide Web Consortium For Mathematical Formulas in MathML
* Hancom HancomWord 5.2 (included in HancomOffice 1.5 and more) http://www.hancom.com Linux based Office Package fully compatible with MS-word file and templates.
Conversion
* Any scriptinglanguage PERL, JAVA, etc.
* Omnimark http://www.omnimark.com Very interesting, but not free, and no longer offers a significant discount for universities (about 10,000 US$ for the standard release)
* Avenue.Quark http://www.quark.com/products/avenue/ Not really interesting
* Save as XML plug-in in PDF http://www.adobe.com/support/downloads/89a2.htm
* Tetrasix http://www.tetrasix.com Only partially usable. Good for the Majix prepared DTDs
* WorX SE http://www.hvltd.com/ Plugin for Word
* Schema MarkupKit http://www.schema.de
* I4I http://www.i4i.com Add-On for Word
XML formatter for print solutions
* 3B2 http://www.3b2.com Typesetting from SGML
* PowerPublisher http://www.mai-kg.de Mai KG, Germany
XML XSL-Formatter
* NeXt Publisher http://www.nextsolution.co.jp/English/index.html NeXt Solution
* FOT http://www.pro-image.de
* FOP http://www.apache.org Apache XML Project / Addon for Cocoon
Next Section: DTDs for ETDs
# ETD Guide/The Future/Expanding ETD initiatives

ETD initiatives will spread in many ways. Word of mouth, from universities with successful programs, is one of the most effective means. Word of mouth, from graduates of universities with ETD programs, will spread the idea further.
Further, as the worldwide collection of ETDs grows, more and more researchers, including graduate students, will make use of the valuable content. As use expands, others will be convinced to include their works in the collection, so it approaches full coverage.
Next Section: Transforming Graduate Education
# ETD Guide/Technical Issues/The NDLTD Union Catalog

The Networked Digital Library of Theses and Dissertations is an interconnected system of digital archives. After NDLTD became a reality, the logical next step was to give users the means to search and browse the entire collection of theses and dissertations. Much research went in to deciding how best to do this, and a couple of proto-solutions were examined. In the end, by adopting the Metadata Harvesting Protocol of the Open Archives Initiative to gather metadata in the ETDMS format, NDLTD was able to make the collection of ETDs accessible via a central portal. VTLS Inc., using their Virtua—Integrated Library System (Virtua ILS), is hosting this portal, providing a Web interface to the ETD Union Catalog. This portal gives users a simple and intuitive way to search and browse through the merged collection of theses and dissertations. Once relevant items are discovered via a browse, keyword, or Boolean search, users can follow links that go directly to the source archives or to an alphabetical index that allows for further searching.
VTLS’ flagship product, Virtua ILS, is especially suited to the needs of NDLTD. For starters, it is inherently a distributed system and adheres to emerging standards, such as the Unicode® standard, for encoding metadata. Secondly, VTLS’ Web portal, called Chameleon Gateway to emphasize its changeability, is not only straightforward and easy to use, but highly customizable and translatable, giving global users the ability to retrieve information and enter searches in a multitude of languages. Currently, versions of the NDLTD portal interface exist in 14 languages, including Arabic, Korean, and Russian, and plans call for support of all languages used by NDLTD members.
Next Section: Metadata
# ETD Guide/Technical Issues/Support for students to write directly in XML

This topic is discussed briefly in Overview: writing with word processors and structured editors and in more detail in Writing directly in SGML/XML.
The following extends that discussion by focusing on tools to help students to write directly in XML.
XML Tools
To author and view documents written in XML, different kinds of tools are required. They are:
* Editor
* Parser/Validator
* Browser
Editor
There are quite a large number of XML editors, for different platforms are available. Most of them costs less than $100. A lot of them have free evaluation version that can be downloaded. the following list gives link to some such editors.
* XML Spy http://www.xmlspy.com
* XMLWriter http://www.megginson.com/Software/
* XED http://www.cogsci.ed.ac.uk/~ht/xed.html
* Xeena http://www.alphaworks.ibm.com/tech/xeena
* Morphon XML Editor http://www.morphon.com/
* Emile for MAC http://www.in-progress.com/emile/
* Free/OpenSource version of the Serna XML editor https://github.com/ydirson/serna-free
Parser/Validator
When a XML document is created, it is parsed/validated to see if it is syntactically correct and well formed. To accomplish this task, we need a XML parser/validator. There are a lot of XML parser available. Most of the XML editors mentioned above is also a XML parser. For example, XML Spy provides a IDE for XML, i.e. it is both editor and parser.
To view a XML documents, we need a browser that supports XML. Many browsers now support XML, such as:
* Internet explorer 5 and newer http://www.microsoft.com
* Mozilla Firefox 0.9 and newer http://www.mozilla.org/
* Netscape 5 and newer http://browser.netscape.com/
* DocZilla http://www.doczilla.com/
* HyBrick is an SGML/XML browser from Fujitsu.
Most newer browsers support XML in a way that lets it fully integrated with HTML. A stylesheet is required to view the XML documents. For ETD a cascading stylesheet has been developed for that. That stylesheet can be downloaded from http://www.etdguide.org/.
Next Section: Conversions from Word, Word Perfect or other RTF-compatible tools to SGML/XML
# ETD Guide/The Future/Managing technology changes

The ease of distributed access accompanying the digital revolution has a darker side. Technological obsolescence and ephemeral formats have left little firm ground upon which to build the infrastructure necessary for the effective management and preservation of digital resources. An infrastructure supporting long-term access needs to be able to accommodate the continuous evolution of the technology as well as continuous streams of data. This means that a durable record of such work now includes a flexible and adaptable approach to maintaining live access.
Devices and processes used to record, store and retrieve digital information now have a life cycle of between 2 – 5 years, far less than some of the most fragile physical materials they are seeking to preserve. The practice known as 'refreshing' digital information by copying it onto new media is particularly vulnerable to problems of 'backward compatibility' and 'interoperability'. Software capable of emulating obsolete systems currently relies on the goodwill and enthusiasm of talented programmers but has little basis in economic reality.
The foundation of effective management of an ETD as digital resource occurs at the point of creation. How a digital resource is created and the form and format it is created in will determine how it can be managed, used, preserved and re-used at some future date. Authors/creators and migrators of all digital resources need to be aware of their importance to the life span or term of access of a digital resource.
Simple but practical strategies that might increase the life span of an ETD are as follows:
* do not assume any stability in hardware or software and try to record all the dependencies that support your ETD.
* Use non-proprietary formats such as (ASCII, Unicode or plain text) as much as possible (e.g. Notepad or Simple Text)
* Use widely available formats such as Word or PDF that can be easily converted into plain text
* Use widely available non-proprietary image formats such as JPEG or PNG rather than GIF (proprietary format)
* If you must use custom or proprietary software, make such you keep a record of the version number (e.g. Real Media 7) and all the hardware dependencies (e.g. MAC system 7).
This information can be stored within the metadata associated with your ETD. For example, you could use the Dublin Core metadata element, 'DC.Relation.Requires'. As technologies evolve, the use of preservation metadata to record this kind of information is increasing. Check with your library to see what standard is currently in use.
Next Section: Interoperability
# Elementary Spanish/IntroductionTemplate

Goals: 1. To begin using practical phrases in a second language for introduction purposes.
2. To begin to understand written grammatical components of the language, as well as verbal understandings.

### Starter Phrases:

| Preguntas / Questions | Respuestas/ Responses |

### Verbos / Verbs:

| Español | Inglés | Example (Español) | Example (Inglés) |
| Ser | To be (permanence) | Yo soy alto. | I am tall. |
| Estar | To be (temporal) | Estoy muy feliz. | I am very happy. |
| Tener | To have | Tengo dos hijos. | I have two kids. |
| Vivir | To live | Vivo en Brooklyn. | I live in Brooklyn. |
| Trabajar | To work | Trabajo en una escuela. | I work in a school. |
| Caminar | To walk | Ella camina a su casa. | She walks to her house. |

### Sustantivos/ Nouns:

| Español | Inglés | Example (Español) | Example (Ingés) |
| nombre | name | Su nombre es Miguél. | His name is Mike. |
| trabaja | work | La trabaja es difícil. | The work is difficult. |
| el hijo / la hija | the son / the daughter | Mi hijo trabaja a una restaurante. | My son works at a restaurant. |

### Spanish/English Dialogue: Introductions

| Dialogue |
| Marta | Hola, me llamo Marta. ¿Cómo te llamas? |
| Marta (Inglés) | Hello, my name is Marta. What's your name? |
| Jose | Mucho gusto. Mi nombre es Jose. ¿De dónde eres? |
| Jose (Inglés) | Nice to meet you. My name is Jose. Where are you from? |
| Marta | Soy de Nicaragua. Y tú, ¿de dónde viene? |
| 'Marta ('Inglés) | I'm from Nicaragua. And you, where do you come from? |
| Jose' | Yo soy de Costa Rica. Vives en Nueva York ahora? |
| Jose (Inglés) | I am from Costa Rica. Do you live in New York now? |
| Marta | Si. Vivo aquí. ¿Y tú también? |
| Marta (Inglés) | Yes. I live here. And you as well? |
| Jose | Si. Vivo en Brooklyn. ¿En que parte de la ciudad estas? |
| Jose (Inglés) | Yes. I live in Brooklyn. What part of the city are you in? |
| Marta | Vivo en Brooklyn también. |
| Marta (Inglés) | I live in Brooklyn too. |

### Grammar

-ar Verbs :
| Person (English) | Person (Spanish) | Verb ending |
| I | Yo | ~o |
| You | Tú | ~as |
| He | Él | ~a |
| She | Ella | ~a |
| They | Ellos | ~an |
| We | Nosotros | ~amos |
Present tense:
-ar Verbs :
| Verb | English |
| Trabajar | To work |
| Yo trabajo. | I work |
| Tú trabajas. | You work. |
| Él trabaja. | He works. |
| Ella trabaja. | She works. |
| Ellos trabajan. | They work. |
| Nosotros trabajamos. | We work. |
-ar Verbs :
| Verb | English |
| Caminar | To walk |
| Yo camino. | I walk. |
| Tú caminas. | You walk. |
| Él camina. | He walks. |
| Ella camina. | She walks. |
| Ellos caminan. | They walk. |
| Nosotros caminamos. | We walk. |
# Elementary Spanish/Meeting people
## Goals

Learn how to greet someone simply in Spanish, introduce yourself, and understand their introductions.

## Lessons

* Lesson 1 - Basic greeting dialogue
* Lesson 2 - Asking about other people
* Lesson 3 - Gender
* Lesson 4 - Polish: polite forms and extra greetings
* Review 1 - Review and test your comprehension

## Vocabulary

* hola
* Adios
* Hasta pronto
* dar un beso
* dar la mano
* Que tal? Como estas?
* el hombre
* la mujer
* el prima
* la hermana
* el hermano
* Buenos dias
* Buenas tardes
* Buenas noches

## Resources

* Introducing yourself in a conversation (Wikiotics audio lesson) (English lesson model. Partial audio for English dialogue)
* Wikibook: Spanish - ¿Cómo te llamas?
# Elementary Spanish/How this book works

Immersion education PS 9 uses a teaching technique called "full immersion" for the dual language classes. This technique constantly surrounds students with the language they are learning as if they were traveling in a foreign country. Unfortunately, most of us do not have the opportunity to spend our days fully immersed in another language so this book will take a hybrid approach. Example dialogues and other material presented in these lessons are designed to reflect genuine interactions you might see in daily life rather than the very simplified dialogues you find in many other language books. These dialogues will present advanced material you have not seen before and that you may not understand. Do not worry.
The most important skill to learn during your studies is how to handle language interaction that you do not understand. If you have taken formal language classes in school this skill may be unfamiliar since most classes focus on building up from a very basic foundation and completely mastering each element used. Immersion is focused on giving you the tools you need to function in an environment of native speakers where you will be surrounded by elements of the language that you have not seen before. This is how your children learn at school.
While the children at PS 9 will have full days of formal education, our goal is to make the material available outside of the classroom for parents who want to learn alongside their children and help them practice their language skills in the home. We want to provide the tools and examples you need as a self-guided learner to not only learn the material but to help your child learn it as well.
Each unit will have three groups of lessons all focused on the same general topic and all designed to have the same general level of difficulty. These focuses on communicating with different groups of people: fellow parents using this guide, your children at home, and native speaker acquaintances and community members. Feel free to complete as many lessons as you have time for during each two week period. Our regular in person language exchange events will only focus on the first group of lessons from each unit, those focused on talking with other parents.
# Elementary Spanish/Introduction

Welcome to the Elementary Spanish language instruction book! The goal of this book is to build an interactive, multimedia textbook to support the dual language instruction program at PS 9 in Brooklyn, New York. The contents and organization of this book will follow that curriculum focusing on the native English speakers who are learning Spanish. We will start at the very beginning and eventually cover material all the way through 5th grade.
Once we have covered the first semester of material here we will begin work on the sister book Elementary English, which will follow the same curriculum for native Spanish speakers learning English. From there we will continue growing both books side by side.
This book is designed to give parents with limited time to study conversational Spanish. The materials are tailored to the kinds of interactions parents want to have with each other, their children, and friends in the community.
All materials are free for everyone to use and open to change. Your feedback and suggestions are vital to making this project the best resource for our community. Our (help) page has easy instructions on how to get involved.
The curriculum is designed around in-person practice events with other parents every two weeks. Each meeting has a unit of material covering the basic conversational exchanges and vocabulary you will need. If you have more time available for study, each unit also contains lessons on using the same basic vocabulary to talk with your children or with acquaintances in the community. You can study as much or as little material as you have time for each two weeks.
The core of each unit is a series of audio lessons that present the kind of dialogues you will have during the next language exchange and explain each part. These lessons are available for download as audio files you can play on your phone or music player so that you can use them on the train or anywhere else without an internet connection. In addition there are vocabulary lessons available online to introduce basic terms and support your language practice.
# Elementary Spanish/Future Weekend Plans/Talking with acquaintances
## Vocabulary

| Bar | bar |
| Drinking | Voy a beber |
| Dancing | Voy a bailar |
| Karaoke | Voy a cantar karaoke |
| Trivia | Trivialidades |
| Bike riding | andar en bicicleta |
| Running | Voy a correr |
| Friends | Amigos |
| Girlfriend | Novia |
| Boyfriend | Novio |
| Co-workers | Compañeros de trabajo |
| Cost | Costo |
| Dollars | Dólares |
| Cents | Centavos |

## Possible questions for a stranger

| Who will you go with? | ¿Quién va ir con nosotros? |
| Will there be room for one more? | ¿Va ver campo para uno mas? |
| How long will it take? | ¿Cuánto tiempo va durar para llegar? |
| How much will it cost? | ¿Cuánto va a costar? |
| Will there be a cover? | ¿Va ver un costo para la entrada? |
Practice with these terms in this interactive exercise:Question practice activity

## Dialogue

In the following dialogue, three roommates make weekend plans to go dancing. Lucky for them, Julian’s girlfriend, a professional chef, will be in town for the weekend and able to cook for them.
Isabelle: ¡Hola compañeros de habitación! ¿Qué quieren hacer este fin de semana?
Julian: No sé.
Margarita: ¡Yo quiero bailar!
Isabelle: Eso suena muy divertido. Yo no he bailado en mucho tiempo.
Julian: Mi novia viene de visita. También le gustaría bailar a ella.
Margarita: ¡Qué bueno! ¿Debemos cenar en un restaurante antes de bailar?
Isabelle: Yo prefiero ahorrar dinero y cocinar en el apartamento.
Julian: Mi novia es un chef profesional y le encantaría cocinar para nosotros.
Margarita: ¡Qué suerte para nosotros!
Isabelle: Margarita y yo compraremos las provisiones para la cena.
Julian: Lo aprecio mucho.
Margarita: ¡Qué bien!

## Links and Resources

* Question practice activity