OpenLLM-France/wikimedia huggingface dataset:
# Integers

Though not explicitly tested, the concepts of integers and whole numbers are important to solving GRE math problems.

## Rules

An integer is a number without any fraction or decimal behind it.
1, 3, -5, and 268 are integers, while 1.77 and ${\tfrac {-2}{7}}$ are not.
A whole number is a non-negative integer.
0, 1, 2, and 3 are whole numbers; .62, -8, and ${\sqrt {56}}$ are not.

## Practice

Determine whether each of the following is an integer, a whole number, or neither.
1. -2
2. 113.7
3. ${\tfrac {5}{6}}$
4. 593

## Comments

The GRE isn't going to ask questions such as “which of the following is an integer?” but the concept is important for solving other questions. For instance, if 1 < x < 5, x could have an infinite number of values, from 1.00001 to 3.0065. But if x is an integer, its values are now limited to 2, 3, and 4.

## Answers to Practice Questions

1. -2 is an integer – it does not end in a fraction or decimal. However, it is not a whole number. Whole numbers are positive.
2. 113.7 is not an integer because it ends in a decimal. Because it is not an integer, it is not a whole number either. Remember, whole numbers are positive integers.
3. ${\tfrac {5}{6}}$ is not an integer – it is a fraction. Integers, remember, are numbers which do not end in fractions or decimals. Because it is not an integer, it is not a whole number either, since whole numbers are positive integers.
4. 593 is an integer because it does not end in a decimal. It is also a positive (non-negative) integer so it is also a whole number. Remember, all whole numbers are integers but not all integers are whole numbers, only if they are non-negative.
# A Guide to the GRE/Fractions
## Fractions

To add or subtract fractions, first adjust them so that they have a common denominator. This can be achieved by “cross-multiplying”, or multiplying each by the other's denominator.
Fractions can be adjusted by multiplying the numerator (top) and denominator (bottom) by the same value.has the same value as
The value of + isn't but rather,
To multiply fractions, multiply numerators by numerators and denominators by denominators.
To divide fractions, invert one of the fractions, then multiply them.
divided by= multiplied by=
It doesn't matter which fraction is inverted.
Always reduce fractions which aren't in their lowest terms
An “improper fraction” is a fraction such as in which the numerator exceeds the denominator.is the same asor 1.5.

### Practice

Solve for the value of each of the
following.
1. +

### Answers to Practice Questions

1.
To multiply fractions, multiply numerators by numerators and denominators by denominators - 2(1) over 9(3).
To divide fractions, invert and multiply. This yields a result of 5(1) over 2(1).
# Hard Science Passages

The GRE also contains passages with “hard science” concepts, often which are difficult to understand.
It was not until the early 20th century that the energy convective properties of matter were extensively studied, but during this era, physicists began to explore 5 the manner in which particles behaved when exposed to light, electricity, or other forms of energy. To their surprise, they found that matter tended to convect energy at fixed numeric intervals - a minimum 10 “unit” of measurement which was proposed and calculated by German physicist Max Planck. Planck, and ultimately the entire scientific community, came to except the “quantum theory” - 15 that energy is exchanged in certain basic units which correspond to basic particles of matter. 1. What does “quantum theory” mean?
2. What is the evidence for “quantum theory”?

## Answers to Practice Questions

1. “Quantum theory” refers to the idea that energy is “quantized” or transmitted in numerical values. According to quantum theory, there is a basic “unit” or “package” in which energy is transmitted.
2. As explained in lines 4-9, scientists found that when energy was exposed to matter, it gave off (“convected”) the energy at particular intervals. This implied that there were numerical “packages” in which the energy was transmitted.
# Introduction to GRE Arguments

There are three key types of short passage questions on the GRE:
1. Weakening or strengthening arguments
2. Identifying structures of arguments
3. Explaining circumstances
Weakening or strengthening arguments
Which of the following would most weaken the argument that reelin deficiency contributes to schizophrenia?
(A) The presence of reelin in the brain can be altered by changes in diet and other behavioral modifications. (B) Reelin deficiency is linked to other disorders such as bipolar personality disorder, the causes of which are thought to be unrelated to schizophrenia. (C) Medicine prescribed to patients with mental illnesses often has the effect of lowering reelin levels. (D) Individuals with more severe cases of schizophrenia typically have lower concentrations of reelin in their brains that individuals with milder cases of schizophrenia. (E) Many individuals with schizophrenia have reelin levels which are perfectly normal for the average human.
An argument can be weakened by attacking its underlying logic - the link between the premise and the conclusion. This argument asserts that reelin deficiency must cause schizophrenia. The reason for this conclusion is because reelin is less common in the brains of individuals with schizophrenia. Answer (C) weakens the argument because it demonstrates that, alternatively, it may be the medicine commonly taken by schizophrenics which reduces the levels of reelin - making the shortage an effect rather than a cause.
# Introduction to GRE Vocabulary

The first eight questions of each verbal section, as well as four to five questions further on in the section, test sentence completion, which heavily draws upon vocabulary. The key to answering these questions is memorizing the words.
Questions 1-2 have a single blank.
1. Though she generally found tales of romance to be rather _____ and tiresome, Mary enjoyed reading The Wuthering Heights, especially for its 19th century English.
(A) corroborated (B) constrained (C) banal (D) brackish (E) pernicious
Questions 3-5 have two blanks.
3. While prepared to delegate some authority, the mayor was not about to give away _____ control over the city's housing authority budget to the unpredictable committee, especially while facing a _____ reelection year.
(A) poignant (D) redolent (B) unfettered (E) trifling (C) hapless (F) baleful
Questions 6-8 have three blanks.
6. The rise of Ottoman Power in the Mediterranean _____ the ability of western European powers to _____ trade with the Far East in the traditional manner, which would prove to _____ efforts to seek other trade routes utilizing the Atlantic.
(A) prevaricated (D) parlay (G) subdue (B) abrogated (E) effect (H) gratify (C) inundated (F) evince (I) impel
Questions 13-16 or so have one blank to be filled with two words.
16. Mendelev was able to demonstrate the _____ of his theory when he predicted the chemical properties of the missing chemicals in his table of the elements.
(A) contempt (B) obscurity (C) veracity (D) estrangement (E) latency (F) rectitude (G) derision
# A Guide to the GRE/Greatest Common Factor
## Greatest Common Factor

The greatest common factor of two numbers is the product of the prime factors which they have in common in the same quantities.
For example, the greatest common factor of 60 and 48 is 12.
60 48
60 is equal to 2(2)(3)(5), while 48 is equal to 2(2)(2)(2)(3). Their shared prime factors are 2, 2 and 3, which equal 12.

### Practice

1. What is the greatest common factor of 180 and 216?
2. If the greatest common factor of 84 and y is 6, and the greatest common factor of 125 and y is 5, what is the lowest possible value for y?
3. Which is larger - the greatest common factor of 120 and 192, or the greatest common factor of 128 and 192?

### Answers to Practice Questions

1. 36
180 216
3 5 3 6 / \ 2 3
The prime factorization of 180 is 2(2)(3)(3)(5), while the prime factorization of 216 is 2(2)(2)(3)(3)(3). The greatest common factor is the product of the prime factors they have in common in the same quantities - 2(2)(3)(3), or 36.
2. 30
If the greatest common factor of 84 and y is 6, then y at a minimum must have prime factors of 2 and 3. If the greatest common factor of 125 and y is 5, then y must have 5 as a factor too. Thus, y must at least equal 2(3)(5), or 30.
3. The greatest common factor of 128 and 192
This question requires determining the prime factorization of each number.
/ \ / \ / \ 2 15 2 24 8 4 / \ / \ / \ / \
3 5 2 12 4 2 2 2 / \ / \ 2 6 2 2
/ \ 2 3
The prime factorization of 192 is 2(2)(2)(2)(2)(2)(3). Its greatest common factor with 120 is thus 2(2)(2)(3), or 24, while its greatest common factor with 128 is 2(2)(2)(2)(2)(2), or 64.
# A Guide to the GRE/Introduction
## Introduction to the GRE

The Graduate Record Examinations (GRE) is a standardized test used for graduate admissions in the United States and Canada, as well as for English-language studies worldwide. The test is created by Educational Testing Services (ETS), a company which also makes the Praxis and TOEFL exams.

## Scoring

The GRE is scored on a scale of 130 to 170 for both its verbal and quantitative sections - each gets a separate score.

## Other Important Facts About the GRE

Paper or Computer Options. The GRE may be taken on paper or using a computer. Test takers may register at www.ets.org.
Computer adaptivity. The computer based version of the test becomes harder or easier based on the test taker's performance, but only between sections. For example, doing well on the first verbal section will cause the second one to increase in difficulty, but not affect remaining questions on the first.
Calculator. Test takers may use a non-scientific calculator for the math sections. This is provided onscreen for the computer version of the test.
No penalty for guessing. Unlike some tests, here is no penalty for marking an incorrect response on the GRE.
# Kites
## Rules

The diagonals of a kite are perpendicular, and its area is the product of these diagonals.
A kite has two pairs of adjacent equal sides.
Its diagonals form right angles, which, if multiplied, yield the area of the kite. Because the diagonals are perpendicular, the perimeter of a kite can be determined using the Pythagorean Theorem.

## Practice

1. In figure JKLM, sides JK and KL are equal, and sides LM and MJ are equal. The distance from K to M is twice the distance from J to L. If the area of JKLM is 50, what is the distance from K to M?
2. The lengths of both NO and NQ are 52, while the lengths of both OP and PQ are 25. If the distance from O to Q is 40, what is the distance from N to P?

## Answers to Practice Questions

1. 10
The area of a kite equals the product of its diagonals. Since the area of this kite is 50 and one diagonal is half the length of the other, the lengths can be determined using algebra. Let d equal the smaller diagonal.
d(2d) = 50 Take the initial equation.
2d2 = 50 Expand the parentheses.
d2 = 25 Divide both sides by 2.
d = 5 Take the square root of both sides. The smaller diagonal is equal to 5, making the larger one 10.
2. 63
The kite can be split into four different right triangles. The missing sides when combined form the unknown diagonal, which pursuant to the Pythagorean Theorem can be calculated as +, or 48 + 15, which equals 63.
# A Guidebook for Managing Telecentre Networks/Foreword

Foreword
I am heartened that telecentre networks have immortalized what they have learned from experience about network building and management since 2005, especially because there is no longer any dispute: networks are the new normal for organizing and managing telecentres successfully. As such, this initiative represents a major contribution by and for networks, as well as for the global telecentre community at large.
The resulting Network Management Guide addresses practical issues that networks face on a daily basis. It discusses the challenges and proposes solutions from the practitioners’ perspectives. As a living document, constantly updated through wiki posts, the guide encourages the telecentre community to engage in building stronger telecentres together and to share experiences and perspectives for many years to come.
I would like to thank the network leaders and practitioners who dedicated their time to write the various chapters in this guide. They are: José Avando Souza Sales (ATN Brazil), Sulah Ndaula (UgaBytes, Uganda), Aminata Fofana (Afriklinks, Mali), Mahmud Hasan (Bangladesh Telecentre Network), Maria Teresa M. Camba (PhilCeCNet, Philippines), Kemly Camacho (Sula Batsu, Costa Rica), Paula M. Carrión (Infodesarrollo, Ecuador), and Manuel Acevedo (ICT4D consultant, Argentina). I extend my deepest appreciation too to the members of the telecentre.org community that reviewed and provided useful feedback to these authors.
This guide was co-edited by Manuel Acevedo (Argentina), Claire Buré (Chile), Silvia Caicedo and myself (telecentre.org, Canada). It is published by telecentre.org (www.telecentre.org) and is available online and (coming soon) as a living wiki. Finally, this guide represents the very best of what telecentre.org and the telecentre movement is all about: working together to share experiences and best practices with a view to making telecentres strong, better, more sustainable and more relevant to the people they serve.
Congratulations. I'm proud to be and work in your company.
Meddie Mayanja
Senior Program Officer
telecentre.org
# A Handbook of Kyrgyz Grammar

* Kyrgyz is a Turkic language of Central Asia. It is a national language of the Kyrgyz Republic, but is also spoken in some areas of China and Kazakhstan.
* This is a short exposition of certain essential points of Kyrgyz grammar. It was not originally intended as a primary teaching text, but rather to be used on the fly.
* Kyrgyz people with a Yurt. Speakers of Kyrgyz cover a diverse group of peoples, from the city to the countryside.

## Sounds and alphabet

1.1 Sounds and Alphabet 1.2 Voiced and Voiceless Consonants 1.3 Suffixes and Vowel Harmony

## Word order

2.1 Word Order

## Articles

3.1 Articles

## Nouns

Nouns 4.1 Introduction to the Case System 4.2 Meaning of Cases 4.2.1 Nominative 4.2.2 Genitive 4.2.3 Dative 4.2.4 Accusative 4.2.5 Locative 4.2.6 Ablative 4.3 Plural 4.4 Pronouns 4.4.1 Personal and Demonstrative Pronouns 4.4.2 The Reflexive Pronoun

## Simple Sentences

Simple Sentences 5.1 Equational Sentences (e.g., "She is a doctor.") 5.1.1 Negation of Equational Sentences (e.g., "She is not a doctor.") 5.1.2 Past Tense of Equational Sentences (e.g., "She was a doctor.") 5.2 "There is;" "There are;" "There is not;" "There are not" 5.3 "Here is;" "Here are" 5.4 "To Have"
# An Introduction to Weblogs/Personal Newsfeeds
## Creating and maintaining a personal list of newsfeeds

For the purposes of this course you are required to create and maintain a personal list of newsfeeds. You can do this by using tools selected from those described in the previous sections, or any others you may have come across. You can track newsfeeds by using tools as selected above. You can choose newsfeeds involving your academic work, hobbies and pastimes, recreational and entertainment preferences or any other topics that you find interesting.
Let's look at how you can create and maintain a list of newsfeeds using Bloglines.
First you need to click the Sign Up Now link on the Bloglines home page to create an account. This will bring up the following page. Complete the required details and then click on Register.
An email will be sent to the address you specified on the registration page. You must click on the link in this to activate your account. You’ll then be presented with a page which let's you choose the newsfeeds you want to subscribe to. The available links include a list of Quick Picks put together by the Bloglines staff as well as a lit of the 50 most popular subscriptions today.
Choose the newsfeeds you want to subscribe to by clicking on the appropriate boxes. We’ll look later at how you can find feeds which aren’t on the Bloglines list.
For the moment, pick the top six items on today’s top 50 list and click on Subscribe to My Selections. When the next screen appears there will be a box at the left-hand side listing your feeds.
Click on one of these to see the content of the feed. Let’s choose Slashdot. The screen will now display the contents of the newsfeed. Only the first two items can be seen in the screenshot.
What do you do if you want to subscribe to a newsfeed that isn’t on the lists provided by Bloglines? Start by clicking the Search option on the Bloglines homepage. This will bring up a search box where you can specify what you want to search for.
Imagine we want to search for newsfeeds relating to the cult TV series, Firefly. Simply type the word firefly in the search box and click on Search. This will bring up a whole list of newsfeeds related to Firefly.
Let’s take a look at FIREFLYFANS.NET. As you might expect, this brings up a list of postings related to Firefly.
Notice that you can subscribe to this feed by clicking on the link near the top right-hand side of the screen. Clicking any of the links will take you directly to the post concerned. Let’s pick Firefly model kit in the works.
ACTIVITY 3.5
Choose the news aggregator you prefer (either installed or hosted) and start building up your own list of newsfeeds. You should include at least five feeds.
You are also required to maintain a personal list of newsfeeds by adding new ones and deleting old ones which are no longer of interest. This process may be assisted by the use of newsfeed search engines like The Feed Directory (http://www.thefeeddirectory.com) or Feedster (http://www.feedster.com/). and should be carried out over an extended period.
# An Introduction to Weblogs/Purpose and Target
## Defining the purpose of the blog and its target readership

You should know the purpose and target readership of the blog before creating it. The purpose may influence the selection of an appropriate blog creation tool, e.g.: to what extent are collaboration facilities required. It may also influence the overall style of the blog, e.g.: a corporate blog is likely to be more formal than one devoted to a rock band.
Target readership is also an important consideration as this is likely to influence the design of the blog. One critical aspect to be considered here is readability. Some useful information can be found at: http://www.write101.com/letham2.htm
There’s a lot more information about purpose and target readership in Section 2.3 of these notes.
# An Introduction to Weblogs/Keeping Current
## Keeping your blog up-to-date and relevant

You should always ensure that the contents of your blog are kept up-to-date and relevant to its purpose and target audience. One of the most important features of blogs is currency. A blog which is out of date can rapidly become useless. However, a blog should only be updated when there is something useful to be added; indiscriminate updating, when there is nothing significant to be added, can discourage readers.
One very effective way of keeping you blog up to date is to add newsfeeds from other blogs or websites which deal with the same topics. We’ll be looking at newsfeeds in detail in Section 3 of these notes.
# An Introduction to Weblogs/Evaluating Blogs
## Evaluating blogs

Blogs are not equal in terms of the quality of information provided and should always be evaluated carefully. The quality of information relates to the following attributes:
Relevance: information is relevant if it relates to the subject under investigation.
Accuracy: information is accurate if it is factually correct – or at least known not to be factually incorrect.
Clarity: information is clear if it is well written in accordance with the rules for clear and simple writing.
Brevity: information is brief if it is succinct and to-the-point
Depth/detail: information is detailed if sufficient information is provided to give the reader a clear understanding of the subject matter.
Timeliness: information is timely if it is up-to-date.
Note that some of these attributes conflict – there is a tension between brevity and depth, and it is difficult to maintain a blog’s timeliness and accuracy.
For the purposes of this course you should be able to evaluate blogs according to the following criteria:
Design: see Good Blog Design: Speed, Accessibility, Transparency and Clarity and also Well Designed Weblogs: An Introduction
Ease of use (usability): generally the same standards are applied as for website usability. However, there is some discussion as to whether this is appropriate. Both sites provide numerous useful links on usability.
Navigation: a useful article on blog/website navigation design can be found at: http://www.guuui.com/issues/01_05.php and another one at: http://tapestrydesigns.typepad.com/design_niche/2005/01/navigation_desi.html
Collaborative features: most blogs support a number of collaborative features, e.g.:
* Readers can post comments.
* Blogs may be jointly authored.
* There are links to similar blogs (blogrolls).
* Content can be syndicated via automated systems such as RSS.
* Blogs can comment on (or re-circulate) content from other blogs.
A useful summary of blogs as a collaborative tool can be found at: http://cne.sitempower.com/site.cfm/blogs.cfm
Links: links are a major component of blogs. They can be made to other blogs or websites and that links may occur in the main text or in a list of links. Links are discussed extensively elsewhere in these notes (Sections 1.1.5 and 2).
Quality of information: information obtained from blogs must be evaluated critically in the same way as information obtained any other online source. There may be additional difficulties if a blog consists largely of quotations and links. A selection of useful resources can be found at: http://www.library.cornell.edu/olinuris/ref/research/webeval.html
One interesting approach is the use of the “Kapoun Criteria”: Accuracy, Authority, Currency, Objectivity and Coverage. See: http://www.library.cornell.edu/olinuris/ref/research/webcrit.html
ACTIVITY 1.11
Follow the link above to find out about the Kapoun Criteria, then check one of your favourite weblogs. To what extent does it meet these criteria?
# An Introduction to Weblogs/Readership
## Purpose and target readership

It is important to match the design of your blog to its target readership, for example, blogs aimed at teenagers might be expected to be bright and brash, whilst those aimed at corporate users or researchers would be a bit more businesslike and professional looking. There are a number of steps you can take to help attract the kind of reader you are looking for:
1. Focus on a specific topic and set yourself an editorial calendar to stay on topic, e.g.: post on a specific aspect of the topic each day of the week. For example, if your blog is about a local football team, and you post every weekday, you might want to organise your calendar as follows:
* Monday: a review of last weekend’s match.
* Tuesday: focus on a particular player.
* Wednesday: a review of a famous historical match.
* Thursday: review of recent activity in the league.
* Friday: information about the team you'll be playing this weekend
2. Visit and comment on other blogs. This allows you to make your voice known. If you make comments that other people find interesting, they’re more likely to visit your blog.
3. Contribute to blog carnivals. These are blog articles which contains links to other articles on a specific topic. Blog carnivals are usually hosted by a rotating list of frequent contributors and help generate new posts by contributors and highlight new bloggers posting matter in that subject area. You can find out more about blog carnivals at: http://sciencepolitics.blogspot.com/2005/06/blog-carnivals-and-future-of.html
4. Be passionate about your topic. The more enthusiastic you are about the topic, the more likely you are to generate enthusiasm in others.
5. Try some joint ventures. Ask other bloggers who write on similar topics to write an article for your blog and offer to do the same for them. This will hopefully attract some of their readers to your blog and vice versa.