OpenLLM-France/wikimedia huggingface dataset:
# MINC/Tutorials

MINC in a few less than hard steps
The following set of tutorials are broken into three sections, the first involves all issues with installing MINC. The second running the MINC command line tools and the third concerns using an example pipeline for automated analysis. These tutorials assume that you are using a linux-based system an a "sh" variant shell such as bash, but should be reasonably easy to adapt to other settings.

## Installing and configuring MINC

The first step is to install the MINC library itself, this can be done by either compiling from source or by using a binary installer if you happen to be working on a platform that is currently supported. So you can pick either one of the first two tutorials here before progressing to the 3rd and 4th.
SourceInstall - Building the MINC tools from source
BinaryInstalls - How to install a binary MINC package
InstallingPerl - How to install the required perl modules
AddingPaths - Finishing off the installation

## Using the MINC command line tools

Tutorials01 - Basic MINC commands from the toolbox
Tutorials02 - Conversion to MINC, the MINC file format, information on files

## Programming with the MINC2 toolkit in C

Programming01 - The MINC version of "hello world."
Programming02 - The two MINC coordinate systems.
Programming03 - A fully functional and useful example on using voxel and world coordinates.
Programming04 - Writing volumes to file, with an aside on slice scaling.
Programming05 - Working with hyperslabs.
Programming06 - Hyperslabs part 2: a slice loop with slice scaling

## Programming with MINC2 in python

InstallingPyminc - How to install pyminc.
PythonExample - A simple example for manipulating image data in Python.
PythonSliceLoop - How to run a slice loop in python for dealing with large amounts of data.
NumericPyminc - Why use python at all? See here - an illustration of solving the same problem in a bunch of ways.

## CVS and how to make a MINC package

CVSandPackaging - Procedure to follow to make a BIC source package and release it

## Reading/Writing MINC2.0 images from ITK (Insight Toolkit)

part1 - Build ITK with MINC2.0 options enabled
part2 - How to read/Write MINC2.0 images from ITK
# MINC/Tutorials/AddingPaths

All we need to do now is to add the executables to your PATH environment variable. This is different depending on whether you use a sh or csh shell variant. In our case and for the remainder of this tutorial we will presume we are using the bash shell. To do this in bash add the following line to your .bashrc file.
Whilst we are at it we should also add the manual pages.
If we plan to compile other libraries or executables against the base MINC package we can also add the following to make life easier:
Depending how you compiled MINC, you may have to export the path to the MNI PERL libraries as well :
If you are using the MINC2 version of the libraries, but want to use the MINC1 format, you will also have to add :
To change the default level of internal compression (minc2 formal only, 0 is no compression, 9 is maximal compression):
Now all we need do is re-source our .bashrc file.
# MINC/Tutorials/DistributionList

This is the list of detailed installation types depending on the operating system used. You can download all available software at the "MNI software repository"
* Source means having the source code in a tar.gz compression format, to be compiled and installed manually. See SourceInstall for more information.
* Package means there is an installable binary package in .deb format for Debian operating systems or an executable for the specified operating system. See BinaryInstalls for more information.
* MINC-Bundle means there is a bundle with all the software, as opposed to installing each software separately.
Distribution List :
| Distribution | Source | Package | MINC-Bundle | Notes |
| Cygwin | X | | | tar dumps of Cygwin builds |
| deb | | X | | old Debian packages |
| debian-lenny | | X | X | Debian packages |
| osx-10.3 | X | | | Mac OS X package builds |
| osx-10.4-intel | X | | | Mac OS X package builds |
| osx-10.4 | X | | | Mac OS X package builds |
| osx-10.5-x86_64-alex | | | | Mac OS X package builds |
| osx-10.5 | X | | | Mac OS X package builds |
| tgz | X | | | source packages |
| ubuntu-gutsy (7.10) | | X | | Ubuntu packages |
| ubuntu-hardy (8.04) | | X | X | Ubuntu packages |
| ubuntu-intrepid (8.10) | | X | X | Ubuntu packages |
| ubuntu-jaunty (9.04) | | X | X | Ubuntu packages |
| ubuntu-karmic (9.10) | | X | X | Ubuntu packages |
| ubuntu-lucid (10.04) | | X | X | Ubuntu packages |
| ubuntu-maverick (10.10) | | X | X |
| virtual-machines | X | | | pre-built virtual machines with MINC tools |
| win32 | | X | | Windows builds of MINC |
# MINC/Tutorials/InstallingPerl

The base MINC package and a number of the extra packages use a few PERL modules that are not installed on many systems by default. The most common of these are mni_perllib and Getopt::Tabular. You can get mni_perllib from here:
Other PERL modules can be downloaded from CPAN
Step 1: Download the packages you need
Step 2: untar them
Step 3: enter the directory
Step 4: use Perl to make the real Makefile
Step 5: build the package
Step 6: Install it
# MINC/Tools/emma/emma-tags
## Tagged Region Analysis with MATLAB

MATLAB is very well suited for analysis of data collected through the use of the display program. This demo page gives a short overview of some of the analysis that can be performed on this data.
This is a demonstration of analyzing paint (tag) data with MATLAB. First, we must select the study to analyze. This can be done with the EMMA openimage function, which returns a handle to a study:
We can also load the tags from the tag file (generated by display).
The point coordinates read from the tag file are expressed in the same space in which the volume they are derived from is expressed. Therefore, if the volume is stored in Talairach space (as it is in this case), the coordinates in the tag file will be in Talairach space. In order to identify which voxels are tagged, we must convert from the world space of the volume (Talairach space in this case) to voxel space. This can be done with the world2voxel function:
Since the volume we are using is stored as transverse slices, we can find out which slices are interesting to us simply by examining the z coordinate:
By examining the z coordinate, we see that slice 65 falls among the slices that have points painted on them. We can load this image and display it using the EMMA getimages and viewimage functions:
Now, let's make a mask where the pixels that were painted are set to some non-zero value, and the non-painted pixels are set to zero. We start by initializing the mask to all zero:
Next, find all of the points that lie within slice 65 (the slice that we are interested in):
Finally, set the voxels in the mask that are painted to some convenient value:
Now that we have the mask, we can view the painted image superimposed on the underlying structure. Note that we must reshape the mask before adding it to the variable MRI since MRI is a column vector image, and the mask is a square matrix.
File:TaggedMRI.gif
We can also get a histogram of the intensity of the tagged pixels:
This histogram can be viewed with the MATLAB bar function. We exclude the first bin since it contains all of the zeros from the mask:
File:Taggedhist.gif
We can also generate a histogram for the pixel intensity over the whole image (this takes some time). Here we specify that we want a histogram with 50 bins:
This histogram can also be viewed with the MATLAB bar function:
File:Untaggedhist.gif
# MINC/Tutorials/InstallingPyminc

Installing pyminc should be trivial. Get it here:
https://github.com/mcvaneede/pyminc
(pyminc used to be located on launchpad, https://launchpad.net/pyminc, but to keep in line with the move of MINC related code to Github, pyminc has been moved over as well)
(Latest version at the time of creating this wiki page is 0.2)
Then untar it, and run 'python setup.py install' with an optional --prefix if you want to install it in a non-default location.
Pyminc requires numpy (the python numerical arrays package) to work. Also, it needs MINC2 compiled as a shared object and accessible through the standard search paths.
# Open Metadata Handbook/Legal Overview
## External Links

Examples
# Open Pedagogy/Introduction

This will be the first page of the book. It is an introduction to open pedagogy.
# Open Pedagogy/Team work and team assignments

This will be the page where my students will upload their info.
# Open Pedagogy
## The Current Purpose of this Book

The purpose of this book is to summarize all the existing information out there about open pedagogy. In addition, it will be part of a course titled Effective Didactical Practices in Open Education as part of Master in Leadership in Open Education offered at The University of Nova Gorica in Slovenia - a small country in Europe.

## What is Open Pedagogy?

To define open pedagogy, we need to break it down to its two components, open and pedagogy: Open, in this instance, refers to open educational resources (OER) – defined by UNESCO as “any type of educational materials that are in the public domain or introduced with an open license.”
Pedagogy is the practice and method of teaching; how we teach, rather than what we teach. Open pedagogy, also known as open educational practices (OEP), is the use of open educational resources (OER) to support learning, or the open sharing of teaching practices with a goal of improving education and training at the institutional, professional, and individual level. When you use open pedagogy in your classroom, you are inviting your students to be part of the teaching process, participating in the co-creation of knowledge.
Attribution: https://open.bccampus.ca/what-is-open-education/what-is-open-pedagogy/
Here is a link to the next page:
General Information on Team work and team assignments

## Related Books

* Learning Theories
* Open Education Handbook
# Grammar: Glossary

Contents Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Lesson 6 • Lesson 7 • Lesson 8 • Lesson 9 • Lesson 10 Vocab 1 • Vocab 2 • Vocab 3 • Vocab 4 • Vocab 5 • Vocab 6 • Vocab 7 • Vocab 8 • Vocab 9 Alphabet • Grammar Credits
# Modern Greek/Credits

Credits, legal, and licensing information for materials used from third-party sources

# FSI

This book uses some materials from Greek: Basic Course, Volume 1, Obolensky, Sapountzis, and Sapountzis, 1967, Foreign Service Institute, Washington, DC. This book is in the public domain because it is a product of the U.S. government; its title page states that the Foreign Service Institute, Department of State, is the publisher, and that "this work was compiled and published with the support of the Office of Education, Department of Health, Education, and Welfare, United States of America." Also, it was published without a copyright notice in 1967, and any work is in the public domain if it was published in the United States before 1989 without a copyright notice.
# Modern Greek/LegacyLesson 5b
## Dialogues
### Dialogue 1

Greeting others

#### Vocabulary

| Γειά σας | Hello! |
| Kαλημέρα | Good morning |
| Τι κάνετε | How are you? |
| Πολύ καλά | Very well |
| Και εσείς | And you? |

### Dialogue 2

Introducing yourself

#### Vocabulary

| Πως | How |
| σε λένε | they call you |
| με λένε | they call me |

### Dialog 3

| Χαίρετε. | Hello. |
| Χαίρετε. | Hello. |
| Έχετε τσάι; | Do you have tea? |
| Όχι, δεν έχουμε τσάι. Θέλετε νερό; | No, we don't have tea. Do you want water? |
| Ναι, ευχαριστώ. | Yes, thank you. |
Audio recording: Modern_greek_1p.ogg (help·info) NOTE: This recording was made by a non-native speaker of Greek. We would be grateful to any native speaker who could redo it.

#### Vocabulary

Vocabulary:
| νερό | water |
| τσάι | tea |
| θέλω | to want |
| ευχαριστώ | to thank |
# Lesson 5.4

In this lesson you'll hear some sample dialogues that will get you used to listening to directions and teach you some more vocab.

## Directions

Insert table here.
Much more vocabulary "around town" can be found here.

## Dialogue 1

Insert table here.
Contents Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Lesson 6 • Lesson 7 • Lesson 8 • Lesson 9 • Lesson 10 Vocab 1 • Vocab 2 • Vocab 3 • Vocab 4 • Vocab 5 • Vocab 6 • Vocab 7 • Vocab 8 • Vocab 9 Alphabet • Grammar Credits
# Lesson 6.1: Numbers 1-10

This lesson will teach you the cardinal numbers 1-10, i.e. as used for counting.

## 1 - 10

The numbers 1 - 10 are listed below, along with some sample English words derived from the Greek, which might help you learn them.

## The Exceptions

The numbers above are all strictly speaking the neutral form of the numbers, which are used when counting generally. As seen in previous lessons there are masculine, feminine, neutral, and singular and plural nouns. Obviously there is no plural form of "1" and no singular form of any number bigger than 1. Also in all cases but three the masculine, feminine and neutral are the same. The only exceptions are 1, 3 and 4. These are the nominative forms.

## A further grammatical note

The forms listed here are all in the nominative case. The numbers are declinable and so change for the accusative and genitive.

## Summary

* We have learnt the cardinal numbers 1 - 10.
* We have learnt that there are three exceptions that decline with gender.

## Exercises

Now try the exercises here
Contents Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Lesson 6 • Lesson 7 • Lesson 8 • Lesson 9 • Lesson 10 Vocab 1 • Vocab 2 • Vocab 3 • Vocab 4 • Vocab 5 • Vocab 6 • Vocab 7 • Vocab 8 • Vocab 9 Alphabet • Grammar Credits
# Lesson 6.3: Numbers to 100+

This lesson will teach you the numbers over 100

## Declining Numbers

The 100s decline, as do the thousands. However, note that once over 1000 (e.g. 2000) the "thousand" remains in the feminine plural.
I.e: εφτακόσιοι, εφτακόσιες, εφτακόσια - masc., fem., neut., nominative.
I.e: χίλιοι, χίλιες, χίλια - masc., fem., neut., nominative.
Contents Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Lesson 6 • Lesson 7 • Lesson 8 • Lesson 9 • Lesson 10 Vocab 1 • Vocab 2 • Vocab 3 • Vocab 4 • Vocab 5 • Vocab 6 • Vocab 7 • Vocab 8 • Vocab 9 Alphabet • Grammar Credits
# Lesson 6.5: Days and Months

In this lesson we'll use the numbers that we've previously learnt, and we'll use them to express the date.

## Days

Several of the days of the week have names related to numbers. Except for Σαββατο, Saturday, which is neuter, they are all feminine.

## Giving the day / date

In the final example you'll see that the month is in the genitive, because it's the 16th OF November. For all the days of the months use στις + the number in the feminine (because it's the day, which is feminine plural). The first of the month is treated slightly differently, here use the ordinal number.

## Summary

* We have learnt the names for the days of the week.
* We have learnt the names of the months.
* We have learnt that to describe the date we use στις + feminine number + month in genitive.
* We have learnt the exception is the 1st, which uses την πρώτη + month in genitive.
* We have learnt useful vocabulary to describe the recent days, months and years.

## Exercises

Now try the exercises found here.
Contents Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Lesson 6 • Lesson 7 • Lesson 8 • Lesson 9 • Lesson 10 Vocab 1 • Vocab 2 • Vocab 3 • Vocab 4 • Vocab 5 • Vocab 6 • Vocab 7 • Vocab 8 • Vocab 9 Alphabet • Grammar Credits
# Lesson 7.2: Prepositions

Prepositions are notoriously difficult, often not following any consistent rules, though in my experience Greek is one of the most consistent languages. This lesson is simply broken into two sections, a list of some common prepositions, and a section of dialogues and usage examples.

## Usage Examples

If the preposition σε is followed by a definite article, the joint form στο(ν)/στη(ν)/στο (σε plus το(ν)/τη(ν)/το) is used:
| Το κλειδί της Άννας είναι στο τραπέζι. | Anna's key is on the table. |
| Ο Παύλος είναι στο θεάτρο. | Paul is at the theater. |
As a remnant of ancient Greek's more complex case system, certain prepositions (πρό, εναντίον, εκ/εξ) are supposed to take the genitive case rather than the object (accusative) case. In these constructions, the genitive is really being used as the dative (indirect object) case, as in the use of the genitive with the verb αρέσω. This is a usage that is dying out, and a beginner doesn't need to worry about it too much. There are, however, certain fixed phrases that will seem inexplicable otherwise:
| πρό Χριστού, π.Χ. | before Christ |
| εν τάξει | OK |

# Prepositions as Prefixes

It is extremely common for Greek verbs to be formed by adding a preposition as a prefix to a simpler verb. However, the preposition may be in a different form than the ones given above, e.g., εις rather than σε. A common prefix is συν-/συμ-, from the ancient Greek preposition συν, with, together. Two other prefixes based on ancient Greek prepositions are δια, for, because of, relating to, and υπό, under (~"hypodermic").
| βάλλω | to shoot; in ancient Greek, to throw (~"ballistic") |
| εισβάλλω | to invade: σε (modern εις)+βάλλω, 'throw in' |
| συμβάλλω σε | to contribute to: συν+βάλλω σε, 'throw together' |
| εκβάλλω | to debouch |
| αποβάλλω | to expel |
| καταβάλλω | to pay, put down money, buckle to |
| διαβάλλω | to slander someone, put someone down |
| υποβάλλω | to submit something, subject to, suggest |
| πνέω | to blow (~"pneumatic") |
| εισπνέω | to inhale something |
| εκπνέω | to exhale, die, expire, terminate something |
| διαπνέω | to run through |
| λείπω | to be away, to be lacking |
| καταλείπω | to leave something behind |
| εκλείπω | to vanish, be in eclipse (~"eclipse") |
| διαλείπω | to be intermittent (also διάλειψη = lapse of memory) |
| υπολείπομαι (passive) | to fall short of (also υπόλοιπο = the rest, residual) |
Contents Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Lesson 6 • Lesson 7 • Lesson 8 • Lesson 9 • Lesson 10 Vocab 1 • Vocab 2 • Vocab 3 • Vocab 4 • Vocab 5 • Vocab 6 • Vocab 7 • Vocab 8 • Vocab 9 Alphabet • Grammar Credits
# Lesson 05.5: Notes on sentence structure

The order of words in a Greek sentence is much more free than in English, but you can correctly construct a sentence using the familiar English syntax of subject+verb, or subject+verb+object. The subject is usually omitted when it is a pronoun.
Sentences:
| Είναι καλό. | It is good. |
| Είναι κακό. | It is bad. |
Audio recording: Modern_greek_1l.ogg (help·info) NOTE: This recording was made by a non-native speaker of Greek. We would be grateful to any native speaker who could redo it.
In Greek, adjectives change their endings to agree with the gender and number of the nouns they describe (declension). The following vocabulary list introduces some nouns that happen to be neuter, and some adjectives, which are given in neuter form. The word το is the definite article, like English "the," used with singular neuter nouns.
Vocabulary:
| νερό | water |
| κρασί | wine |
| τσάι | tea |
| καυτό | hot |
| κρύο | cold |
| άσπρο | white |
| κόκκινο | red |
| θέλω | to want |
Audio recording: Modern_greek_1m.ogg (help·info) NOTE: This recording was made by a non-native speaker of Greek. We would be grateful to any native speaker who could redo it.
Sentences:
| Το νερό είναι κρύο. | The water is cold |
| Το κρασί είναι κρύο. | The wine is cold. |
| Το τσάι είναι καυτό. | The tea is hot. |
| Το άσπρο κρασί είναι κρύο. | The white wine is cold. |
Audio recording: Modern_greek_1n.ogg (help·info) NOTE: This recording was made by a non-native speaker of Greek. We would be grateful to any native speaker who could redo it.
Negatives are formed by placing δεν before the verb. The question mark in Greek is the semicolon.
Sentences:
| Το κόκκινο κρασί δεν είναι κρύο. | The red wine is not cold |
| Το νερό δεν είναι καυτό. | The water is not hot. |
Audio recording: Modern_greek_1o.ogg (help·info) NOTE: This recording was made by a non-native speaker of Greek. We would be grateful to any native speaker who could redo it.
Dialog:
| Χαίρετε. | Hello. |
| Χαίρετε. | Hello. |
| Έχετε τσάι; | Do you have tea? |
| Οχι, δεν έχουμε τσάι. Θέλετε νερό; | No, we don't have tea. Do you want water? |
| Ναι, ευχαριστώ. | Yes, thank you. |
Audio recording: Modern_greek_1p.ogg (help·info) NOTE: This recording was made by a non-native speaker of Greek. We would be grateful to any native speaker who could redo it.

# Money/To χρήμα, τα λεφτά

Greece uses the euro, το ευρώ, as its currency. One hundredth of a euro is ενα λεπτό. Both words are neuter, and the plural and singular forms of ευρώ are the same.
| το ευρώ | τα ευρώ |
| το λεπτό | τα λεπτά |
Dialog in a wine shop:
| Τι θέλετε; | What would you like? |
| Πόσο κάνει το μπουκάλι; | How much is the bottle? |
| Εννέα ευρώ και δεκα λεπτά. | Nine euros and ten cents. |
Contents Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Lesson 6 • Lesson 7 • Lesson 8 • Lesson 9 • Lesson 10 Vocab 1 • Vocab 2 • Vocab 3 • Vocab 4 • Vocab 5 • Vocab 6 • Vocab 7 • Vocab 8 • Vocab 9 Alphabet • Grammar Credits
# Lesson 7.1: Present Tense Irregular Verbs

As with all languages there are some verbs which are irregular. This page will have a list of some of the common verbs which are irregular in the present tense. The first three examples look very close to regular verbs but with a few letters missing, I think this is where there used to be an additional γ in the verb which got lost, so some vowels had to go to make it still readable, but I'm still looking for a source for that. The final verb we will later see looks very familiar to a different class of regular verbs.

## Exercises

Now try the exercises here .
Contents Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Lesson 6 • Lesson 7 • Lesson 8 • Lesson 9 • Lesson 10 Vocab 1 • Vocab 2 • Vocab 3 • Vocab 4 • Vocab 5 • Vocab 6 • Vocab 7 • Vocab 8 • Vocab 9 Alphabet • Grammar Credits
# Lesson 6.4: Time

This lesson teaches you how to tell the time, as well as some useful expressions.

## Introduction

Because ώρα is feminine, the feminine forms of the numbers are used for time:

## Vocabulary

Examples:

## Useful Questions

The expression "τι ώρα" can be used to form many useful questions, such as

## Usage of noon, afternoon etc.

Be careful, the words may have the same literal meaning, but they do not correspond to the same time! Morning is between 5am to 12pm. Noon for Greeks is approximately between 12pm to 4pm. The afternoon is approximately between 4 to 8pm. The evening is from 8pm to 12am and the night comes afterwards. However in actual speech "night" is rarely used when specifying the time. Usually both "evening" and "morning" are used for times between 1am and 2am. Afterwards it is always "morning". Although, if asked, people will refer to the time between 3am and 5am as "night", when specifying the time they will refer to it as "morning".
Contents Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Lesson 6 • Lesson 7 • Lesson 8 • Lesson 9 • Lesson 10 Vocab 1 • Vocab 2 • Vocab 3 • Vocab 4 • Vocab 5 • Vocab 6 • Vocab 7 • Vocab 8 • Vocab 9 Alphabet • Grammar Credits
# Lesson 6.2: Numbers 11-100

This lesson will teach you the next batch of cardinal numbers, 11-100. Counting beyond the number 10 follows the same pattern found in the English language.

## Examples

Some simple sentences using numbers are listed below.
A sample dialogue is also included.
The numbers are going to be commonly used in the lesson on buying things and if you want to learn more about any of the examples please check out that lesson.

## Summary

* We have learnt the numbers 11 - 100.
* We have seen examples of how to use these numbers.

## Exercises

Now try the exercises here.
Contents Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Lesson 6 • Lesson 7 • Lesson 8 • Lesson 9 • Lesson 10 Vocab 1 • Vocab 2 • Vocab 3 • Vocab 4 • Vocab 5 • Vocab 6 • Vocab 7 • Vocab 8 • Vocab 9 Alphabet • Grammar Credits