OpenLLM-France/wikimedia huggingface dataset:
# Internet Fundamentals/Culture

The internet has cultivated a unique culture, one with it's own norms and etiquette. While specific services and websites often have their own distinct culture, there are a few general rules of thumb that apply most places. These fundamentals are often called netiquette.
Common, but not universal, cultural norms online can include:

## Spam

Activities which could be seen as "Spam" should be avoided. These can include unwarranted solicitation of commercial goods, but can also include non-commercial activities, such as sending a large number of messages in quick succession, making nonconstructive posts, or otherwise acting in a way that is seen as detrimental to the community.

## Reviving old threads

Most forms typically look down on or prohibit "reviving" or "necroing" old threads by creating new posts in them.
What counts as an old post depends highly on the specific community, with some considering day old threads to be old news, and others allowing for the posting in threads that are several years old.
Generally, it's OK to post in a thread that has had active commentary recently. If a community has a thread that was started in 2008 and has had active discussion to the present day, it's not reviving that thread, since the thread never "died". However posting in a different thread that was started in 2008 and hasn't seen a post since 2009 would likely be seen as reviving that thread, and a potential breach of netiquitte.
# Internet Governance
## Table of Contents

* Foreword
* Preface
* Introduction
* Background and Key Concepts
* Issues and Actors
* Internet Governance and Development
* Models and Concepts
* Conclusion: Best Practices and Looking Forward
* Works Cited and Suggested for Further Reading
* Appendix 1: Selected Organizations Involved in Internet Governance
* Appendix 2: Additional Background
* Notes
* About the Author
* APDIP

## Information

This book is donated by UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) to the community. The original publication by:
Author: Akash Kapur (Foreword by Vinton G. Cerf) © UNDP-APDIP, 2005, 47 pages
ISBN 81-312-0076-6 Invalid ISBN ISBN 978-81-312-0076-6
is located at http://www.apdip.net/publications/iespprimers/eprimer-igov.pdf
This wikibook is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

## Notes

Numbers that are just placed in the middle of the sentence are citations, and should be linked to the Notes page. Do not delete these citation numbers! Use the {{igovcite}} template to link them instead.
# Georgian/Countries
### country

* China : ჩინეთი
* England : ინგლისი
* France : საფრანგეთი
* Germany : გერმანია
* Greece : საბერძნეთი
* India : ინდოეთი
* Italy : იტალია
* Japan : იაპონია
* Russia : რუსეთი
* Spain : ესპანეთი
* Sweden : შვედეთი

### Languages

* Arabic : არაბული
* Chinese : ჩინური
* English : ინგლისური
* French : ფრანგული
* German : გერმანული
* Hindi : ინდუსი
* Italian : იტალიური
* Japanese : იაპონური
* Russian : რუსული
* Spanish : ესპანური
# Georgian/Numbers

Georgian has a vigesimal number system, based on the counting system of 20, like Basque or Old French. In order to express a number greater than 20 and less than 100, first the number of 20s in the number is stated and the remaining number is added. For example, 93 is expressed as ოთხმოცდაცამეტი - otkh-m-ots-da-tsamet'i (lit. four-times-twenty-and-thirteen).

### Cardinals

* 1 : ერთი (er-ti)
* 2 : ორი (o-ri)
* 3 : სამი (sa-mi)
* 4 : ოთხი (ot-khi)
* 5 : ხუთი (khu-ti)
* 6 : ექვსი (ek-vsi)
* 7 : შვიდი (shvi-di)
* 8 : რვა (rva)
* 9 : ცხრა (tskhra)
* 10 : ათი (a-ti)
* 11 : თერთმეტი (tert-me-t'i)
* 12 : თორმეტი (tor-me-t'i)
* 13 : ცამეტი (tsa-me-t'i)
* 14 : თოთხმეტი (tot-khme-t'i)
* 15 : თხუთმეტი (tkhut-me-t'i)
* 16 : თექვსმეტი (tek-vsme-t'i)
* 17 : ჩვიდმეტი (chvid-me-t'i)
* 18 : თვრამეტი (tvra-me-t'i)
* 19 : ცხრამეტი (tskhra-me-t'i)
* 20 : ოცი (o-tsi)
* 21 : ოცდაერთი (ots-da-er-ti)
* 22 : ოცდაორი (ots-da-o-ri)
* 23 : ოცდასამი (ots-da-sa-mi)
* 24 : ოცდაოთხი (ots-da-ot-khi)
* 25 : ოცდახუთი (ots-da-khu-ti)
* 26 : ოცდაექვსი (ots-da-ek-vsi)
* 27 : ოცდაშვიდი (ots-da-shvi-di)
* 28 : ოცდარვა (ots-da-rva)
* 29 : ოცდაცხრა (ots-da-tskhra)
* 30 : ოცდაათი (ots-da-a-ti)
* 31 : ოცდათერთმეტი (ots-da-tert-me-t'i)
* 32 : ოცდათორმეტი (ots-da-tor-me-t'i)
* 33 : ოცდაცამეტი (ots-da-tsa-me-t'i)
* 34 : ოცდათოთხმეტი (ots-da-tot-khme-t'i)
* 35 : ოცდათხუთმეტი (ots-da-tkhut-me-t'i)
* 36 : ოცდათექვსმეტი (ots-da-tek-vsme-t'i)
* 37 : ოცდაჩვიდმეტი (ots-da-chvid-me-t'i)
* 38 :ოცდათვრამეტი (ots-da-tvra-me-t'i)
* 39 :ოცდაცხრამეტი (ots-da-tskhra-me-t'i)
* 40 : ორმოცი (or-mo-tsi)
* 50 : ორმოცდაათი (or-mots-da-a-ti)
* 60 : სამოცი (sa-mo-tsi)
* 70 : სამოცდაათი (sa-mots-da-a-ti)
* 80 : ოთხმოცი (ot-khmo-tsi)
* 90 : ოთხმოცდაათი (ot-khmots-da-a-ti)
* 100 : ასი (a-si)
* 1000 : ათასი (a-ta-si)
* 2000 : ორიათასი (ori-a-ta-si)
* 5000 : ხუთიათასი (khuti-a-ta-si)
* 10,000 : ათი ათასი (a-ti a-ta-si)
* 1,000,000 : მილიონი (mi-li-o-ni)
* 1,000,000,000 : მილიარდი (mi-li-ar-di)

### Ordinals

* First : პირველი (p'ir-ve-li)
* Second : მეორე (me-or-e)
* Third : მესამე (me-sam-e)
* Fourth : მეოთხე (me-otkh-e)
* Fifth : მეხუთე (me-khut-e)
* Sixth : მეექვსე (me-ekvs-e)
* Seventh : მეშვიდე (me-shvid-e)
* Eighth : მერვე (me-rv-e)
* Ninth : მეცხრე (me-tskhr-e)
* Tenth : მეათე (me-at-e)

### Counting terms

* Approximately : დაახლოებით (da-a-khlo-e-bit)
* Plus : პლუსი (p'lu-si)
* Minus : მინუსი (mi-nu-si)
Georgian/TOC
# Georgian/Pronouns

The following table lists the declension of all six personal pronouns used in Georgian.
| | Nominative | Ergative | Dative | Genitive | Instrumental | Adverbial | Vocative |
| First person (singular) | me | me | me | chem(s) | chemit | chemad | - |
| Second person (singular) | shen | shen | shen | shen(s) | shenit | shenad | she! |
| Third person (singular) | is | (i)man | (i)mas | (i)mis | (i)mit | imad | - |
| First person (plural) | chven | chven | chven | chven(s) | chvenit | chvenad | - |
| Second person (plural) | tkven | tkven | tkven | tkven(s) | tkvenit | tkvenad | tkve! |
| Third person (plural) | isini | (i)mat | (i)mat | (i)mat | (i)mat | (i)mat | - |
As can be seen from the table, all the cases of the third persons except the nominative case can be expressed in two different ways; with or without an "i" at the beginning of the pronoun. The extra letter "i" adds a directional meaning. The closest English equivalent could be the distinction between his, her and that. An example can be "her pencil" versus "that (girl)'s pencil." In English "that" can never behave as a personal pronoun, but in Georgian, the additional letter "i" makes that possible.
Georgian/TOC
# Georgian/Georgian on your computer

Before you get started learning Georgian, you'll need to learn the Georgian alphabet. While it's possible to write Georgian in Latin characters, and we will provide transliterations in our appendices and first lessons, if you want to go read and write Georgian, you'll need to learn the alphabet. Which means you will need to install a Georgian font and keyboard on your computer.

## Keyboard Layout

This is the Georgian QWERTY keyboard. Note that while Georgian has no capital letters, because Georgian has 33 letters and English has only 26, using the "shift" key is necessary to type Georgian.
There is also a Georgian AZERTY keyboard layout which uses the deprecated asomtavruli alphabet as capitals, however as most Georgians do not follow this convention, it is not something you need to particularly worry about.

## Fonts

On MacOSX, Georgian characters are included in most of the standard fonts.

## Using Keyboard Layout on your computer
### On MacOSX

* Open "System Preferences" (The picture of the gears)
* On the first line ("Personal") click on "International"
* In the first tab: "Languages" click "Edit List," and add Georgian to your list.
* In the third tab, "Input Menu" chose "Georgian QWERTY."
* Close the Window.
* That's all. Once you've done this, a little flag ( for English, for Georgian) will appear in the top bar of your screen. You can use this to change languages, and as a shortcut to your International settings.
# Georgian/Adpositions

Georgian by and large does not have prepositions but rather postpositions. Most of the most common of these are attached to the ends of nouns. They might be written separately or together with the noun. There do exist a few prepositions, but they are very few in number, and tend to be calques from Russian that entered the language during the Soviet period.
Each postposition governs (requires) a specific case of the noun, akin to the usage of prepositions in German or Latin. Only one postposition governs the nominative case (-vit "like"), and there are no postpositions that govern the ergative or the vocative cases. Here are some examples of postpositions:
| Postposition | English meaning | Case |
| -vit ¹ | like | nominative |
| -ze | on | dative |
| -tan | at, near | dative |
| -tan ertad | together with | dative |
| -shi ² | in, to | dative |
| -dan $^4$ | from (a place) | instrumental |
| -gan | from (a person, a thing) | genitive |
| gamo | because of | genitive |
| garda | except | genitive |
| gareshe | without | genitive |
| -tvis | for | genitive |
| mier | by | genitive |
| magivrad | instead of | genitive |
| miuxedavad | in spite of | genitive |
| -ts'in | before, in front of | genitive |
| -mde ³ | up to, as far as | adverbial |
¹ The postposition -vit could also take the dative case in its elongated form (with an insertion of -a- in between the case suffix and the postposition).
² In the usage of postposition -shi the dative case suffix -s is dropped.
³ In the usage of postposition -mde the adverbial case suffix -d is dropped.
$^4$ In the usage of postposition -dan the instrumental case suffix -t is dropped.

### Examples

The Georgian nominal has a series of morpheme slots that must be filled in a specific order:
    noun root + plural suffix + case suffix (+ postposition)
Some nouns with all morpheme slots filled :
| noun root (meaning) | plural suffix | case suffix (case) | postposition | full word | English meaning |
| megobar- (friend) | -eb | -is (genitive) | -tvis | megobrebistvis | for friends |
| deda- (mother) | - | -s (dative) | -tan ertad | dedastan ertad | (together) with (my) mother |
| mshobl- (parent) | -eb | -is (genitive) | gareshe | mshoblebis gareshe | without (my) parents |
| shen- (you) | - | -s (genitive) | gamo | shens gamo | because of you |
| bavshv- (child) | - | -i (nominative) | -vit | bavshvivit | like (a) child |
| bavshv- (child) | -eb | -sa (dative) | -vit | bavshvebsavit | like children |
| Sakartvelo- (Georgia) | - | -s (dative) | -shi (drops case suffix) | Sakartveloshi | to Georgia, in Georgia |
| xval- (tomorrow) | - | -ad (adverbial) | -mde (drops d) | xvalamde | up to (until) tomorrow |
Georgian/TOC
# Lesson I.15: Das Haus
## The Home
### Rooms in the Home

| Room | das Zimmer |
| Living Room | das Wohnzimmer |
| Dining Room | das Esszimmer |
| Kitchen | die Küche |
| Pantry | die Speisekammer |
| Bedroom | das Schlafzimmer/das Bettzimmer |
| Bathroom | das Badezimmer/die Toilette |
| Hall | der Flur |
| Closet | der Schrank |

### Features in the Home

| Floor | der Boden |
| Ceiling | die Decke |
| Door | die Tür |
| Front door | die Haustür |
| Window | das Fenster |
| Wall | die Wand |
| Roof | das Dach |
| Stairs | die Treppe |
| Central heating | die Zentralheizung |

### Furniture and fittings

| Carpet | der Teppich |
| Table | der Tisch |
| Chair | der Stuhl |
| Armchair | der Sessel |
| Sofa | das Sofa |
| Cupboard | der Küchenschrank |
| Bed | das Bett |
| Radiator | der Heizkörper |
| Cooker/Stove | der Herd |
| Oven | der (Back)Ofen |
| Dishwasher | die Spülmaschine |
| Refrigerator | der Kühlschrank |
| Washer | die Waschmaschine |
| Dryer | der Trockner |
| Bathtub | die Badewanne |
| Television | der Fernseher |

### The Bathroom

| English | Deutsche |
| Toothbrush | die Zahnbürste |
| Toothpaste | die Zahnpasta |
| Toilet bowl | die Toilettenschüssel |
| Bath tub | die Badewanne |
| Shower | die Dusche |
| Vanity | die Nichtigkeit |
| Mirror | der Spiegel |
| Hot water | das Heißes Wasser |
| Cold water | das Kaltes Wasser |
| Faucet | der Wasserhahn |
| Sink | die Wasserspüle |
| Soap | die Seife |
| Shampoo | das Shampoo |
| Razor | der Rasierer |
| Perfume | das Parfüm |
| Shaving gel | das Rasiergel |
| Scissors | die Schere |
# German/Level I/Essen/Problems

Introduction - Lesson 1 - Lesson 2 - Lesson 3
Problems - Answers - Test - Test Answers

## Food!

Translate the following foods:
* der Fisch
* der Salat
* das Brot
* der Käse
* die Hähnchen
* das Obst
* die Meeresfrüchte
* die Zwiebeln
* der Senf
* die Kartoffel

## Accusative Case
### Pronouns

Translate the following pronouns:
Me
You (accusative)
You all (accusative, plural)
Him
Us

### Antecedents

Example: Den Eisbecher, er ist Kälte (Eisbecher = bowl of ice-cream). In German, instead of saying it is very cold, you would say he is very cold. How do you know when to use he? Look at the gender of the noun. In this case the noun Eisbecher is masculine. If it were der Apfel, you would use er because Apfel is masculine.
Remember that antecedents are in the accusative form. So er turns to ihn.
Fill in the blanks:
Den goes to ____.
Die goes to ____.
Das goes to ____.
Die (plural) goes to _____.

## Food-Related Verbs

Translate the following Food-Related Verbs:
* to eat
* to drink
* to get/receive
* would like
* to want

## Modals
### Möchten

Conjugate Möchten.
* ich:
* du:
* er/sie/es:
* wir:
* ihr:
* sie/Sie:

### Wollen

Conjugate Wollen.
* ich:
* du:
* er/sie/es:
* wir:
* ihr:
* sie/Sie:

## Hunger and Thirst

Translate:

## Formal Conversations

* What is the word for thank you when speaking to a waiter?
* What would the waiter's response be?

## Kein-words

Say to a waiter you would like none of the following:
* salad
* bread
* chicken
* corn
* cheese
* cake
* fruit

## Accusative case prepositions

Translate the following:
* through
* for
* against
* without
* at, around

## Saying How Food Tastes

Translate the following:
* delicious
* tasty
* crunchy
* spicy
* salty
* sweet
* bitter
* sour
* hot
* cold
* disgusting

## Dieser-forms
### Dieser

Translate the following:
* This cheeseburger is good.
* This sausage tastes good.
* This chicken tastes bad.
* You eat this cheeseburger.
* You eat this sausage.
* You eat this chicken.

### Jeder

Translate the following:
* Every cheeseburger is good.
* Every sausage tastes good.
* Every chicken tastes bad.
* You eat every cheeseburger.
* You eat every sausage.
* You eat every chicken.

### Welcher

Translate the following:
* Which cheeseburger is good?
* Which sausage tastes good?
* Which chicken tastes bad?
* You ate which cheeseburger?
* You ate which sausage?
* You ate which chicken?
# German/Level I/Filme

Lesson I.14: Filme
# German/Level I/Essen/Answers

Introduction - Lesson 1 - Lesson 2 - Lesson 3
Problems - Answers - Test - Test Answers

## Food!

* der Fisch
* der Salat
* das Brot
* der Käse
* die Hähnchen
* das Obst
* die Meeresfrüchte
* die Zwiebeln
* der Senf
* die Kartoffel

## Accusative Case
### Articles

Definite: den (masculine), die (feminine, plural), das (neuter) Indefinite: einen (masculine), eine (feminine), ein (neuter), -eine* (plural)

### Pronouns
#### Singular

mich: I dich: you (familiar) ihn: he sie: she es: it Sie: you (formal)

#### Plural

euch: you all (familiar) uns: we sie: they Sie: you all (formal)

### Antecedents

den goes to ihn die goes to sie das goes to es

## Food-Related Verbs

* essen - to eat, to be eating, to do eat
* trinken - to drink, to be drinking, to do drink
* bekommen - to get/receive, to be getting/receiving, to do get/receive
* möchten - would like
* wollen - to want, to be wanting, to do want

## Modals
### Möchten

* ich möchte
* du möchtest
* er/sie/es möchte
* wir möchten
* ihr möchtet
* sie möchten

### Wollen

* ich will
* du willst
* er/sie/es will
* wir wollen
* ihr wollt
* sie wollen

## Formal Conversations

* What is the word for thank you when speaking to a waiter?
** Dankeschön
* What would the waiter's response be?
** Bitte schön

## Kein-words

* salad
** kein Salat
* bread
** kein Brot
* chicken
** kein Hänchen
* corn
** keine Mais
* cheese
** kein Käse
* cake
** kein Kuchen
* fruit
** kein Obst

## Accusative case prepositions

* through
** durch
* for
** für
* against
** gegen
* without
** ohne
* at, around
** um

## Saying How Food Tastes

* delicious
** lecker
* tasty
** schmackhaft
* crunchy
** knackig
* spicy
** scharf
* salty
** salzig
* sweet
** süß
* bitter
** bitter
* sour
** sauer
* hot
** heiß
* cold
** kalt
* disgusting
** schrecklich

## Dieser-forms
### Dieser

* This cheeseburger is good.
** Dieser Cheeseburger ist gut.
* This sausage tastes good.
** Diese Wurst schmeckt gut.
* This chicken tastes bad.
** Deises Hähnchen schmeckt schleckt.
* You eat this cheeseburger.
** Du isst deisen Cheeseburger.
* You eat this sausage.
** Du isst diese Wurst.
* You eat this chicken.
** Du isst dieses Hähnchen.

### Jeder

* Every cheeseburger is good.
** Jeder Cheeseburger ist gut.
* Every sausage tastes good.
** Jede Wurst schmeckt gut.
* Every chicken tastes bad.
** Jedes Hähnchen schmeckt schleckt.
* You eat every cheeseburger.
** Du isst jeden Cheeseburger.
* You eat every sausage.
** Du isst jede Wurst.
* You eat every chicken.
** Du isst jedes Hähnchen.

### Welcher

* Which cheeseburger is good?
** Welcher Cheeseburger ist gut?
* Which sausage tastes good?
** Welche Wurst schmeckt gut?
* Which chicken tastes bad?
** Welches Hähnchen schmeckt schleckt?
* You ate which cheeseburger?
** Du hast welcher Cheeseburger gegessen?
* You ate which sausage?
** Du hast welche Wurst gegessen?
* You ate which chicken?
** Du hast welches Hähnchen gegessen?
# IB Psychology/Revision Sites/External Resources

IB Psychology Revision Blog for the 2011 syllabus
# IB Psychology/Research Methodology

The Research Methodology section looks at the ways in which psychological investigations take place. Only students who do HL Psychology have to do research methodology.

# Research Methodology
## Qualitative Research Methodology

    Theory and Practice in Qualitative Research
       TPQR1: Distinguish between qualitative and quantitative data.
       TPQR2: Explain strengths and limitations of a qualitative approach to research.
       TPQR3: To what extent can findings be generalised from qualitative studies?
       TPQR4: Discuss ethical considerations in qualitative research.
       TPQR5: Discuss sampling techniques appropriate to qualitative research.
       TPQR6: Explain effects of participant expectations and researcher bias in qualitative research.
       TPQR7: Explain the importance of credibility in qualitative research.
       TPQR8: Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.
       TPQR9: Explain reflexivity in qualitative research.
    Interviews
       I1: Evaluate semi-structured, focus group and narrative interviews.
       I2: Discuss considerations involved before, during and after an interview.
       I3: Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.
    Observations
       O1: Evaluate participant, non-participant, naturalistic, overt and covert observations.
       O2: Discuss considerations involved in setting up and carrying out an observation.
       O3: Discuss how researchers analyse data obtained in observational research.
    Case Studies
       CS1: Evaluate the use of case studies in research.
       CS2: Explain how a case study could be used to investigate a problem in an organisation or group
       CS3: Discuss the extent to which findings can be generalised from a single case study.
# Problems in Sports

The problems in sports (PS) outcomes look at the unwelcome or harmful issues that arise in sport.
There are four problems in sports outcomes:
* PS1: Discuss athlete response to stress and chronic injury.
* PS2: Examine reasons for using drugs in sport.
* PS3: Discuss effects of drug use in sport.
* PS4: Compare models of causes and prevention of burnout.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# PS1

Discuss athlete response to stress and chronic injury.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# PS2

Examine reasons for using drugs in sport.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# PS3

Discuss effects of drug use in sport.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# PS4

Compare models of causes and prevention of burnout.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# Skill Development and Performance

The skill development and performance (SDP) outcomes focus on the sporting ability displayed by people, and the progression of this ability.
There are four skill development and performance outcomes:
* SDP1: Evaluate techniques for skill development used in sport.
* SDP2: To what extent does the role of coaches affect individual or team behaviour in sport?
* SDP3: Explain relationships between team cohesion and performance.
* SDP4: Describe aids and barriers to team cohesion.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# SDP1

Evaluate techniques for skill development used in sport.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# SDP2

To what extent does the role of coaches affect individual or team behaviour in sport?

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# SDP3

Explain relationships between team cohesion and performance.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# SDP4

Describe aids and barriers to team cohesion.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# IB Psychology/Other Resources

Psychology Syllabus Guide 2011