OpenLLM-France/wikimedia huggingface dataset:
# Fedena/Introduction
## What is Fedena ?

Fedena is a powerful, user-friendly, free and opensource school/college/campus management software developed on Ruby on Rails framework. . It is a web 2.0 application which can be installed and accessed using cloud computing. Fedena fits perfectly to the role of
* School/College/Campus Management Software
* School/College/Campus ERP
* Student Information System
* Learning Management System
Fedena has many features related to the process of education and can help the schools or the educational institute run efficiently by incorporating the power of internet, computer and modern technologies to the system and process of education and learning.

## Demo

A demo for Fedena is available at http://demo.projectfedena.org/ You can log in with following usernames and passwords:

### Admin

    username - admin, password - admin123

### Student

    username - 1, password - 1123

### Employee

    username - E1, password - E1123

## License

Fedena is licensed under Apache License 2.0. The Apache License is a free software license authored by the Apache Software Foundation (ASF). The Apache License requires preservation of the copyright notice and disclaimer, but it is not a copyleft license — it allows use of the source code for the development of proprietary software as well as free and open source software.

## Sources

* http://www.slideshare.net/unnikoroth/fedena-quick-facts
* http://blog.foradian.com/the-opensource-school-management-and-e-learni
Fedena/Navigation
# Fedena/Settings
## Manage Student Categories

Student categories are used to classify students depending on various legal and constitutional entitlements like "Affirmative Actions", "SC/ST", "OBC" etc. You can create as many as you wish but remember to create a category "general" to group students who do not fall in the other special groups. Click the General Settings | Manage Student Categories and create these categories.

## Manage Subjects

You can create "subjects" that a student should attend as part of the curriculum. Subjects can be either compulsory or elective. In case of our play school let us create a single subject "Play". For larger schools and colleges you might want to create subjects like "Physics", "Chemistry", "Maths", "Electronics". Click the General Settings | Manage Subjects. Subjects are created for each batch, choose the batch for which you want to create the subjects and create them. Similarly create Elective Subjects. The only difference is that for the cumpulsory subject Fedena automatically assigns all the students but for elective subjects you will have to assign the students yourself based on the elective they have opted for. Since we haven't created any students as yet we will revist this at a later stage.
This is all that you need to have Fedena ready to accept your first batch of students.
# Fedena/Human Resources
## Add Employee Category

Fedena allows you to distinguish between teaching staff and non-teaching staff by assigning staff to categories. Choose Human Resource | Settings | Add Employee Category and create the various employee categories. For our palyschool we will create just two categories "Teaching" and "Non Teaching Staff".

## Add Employee Position

As an educational institution you are most likely to have different career progression paths for teaching and non teaching staff. Teaching staff might progress from being a "Lecturer", "Reader", "Professor" etc while a non teaching staff might progress from a "Clerk" to being an "Accountant". While this is just an illustration you can always create additional career progress milestones as employee positions. In case of our playschool lets create the "Teacher" and "Senior Teacher" for the teaching staff and "Clerk" and "Accountant" for the non teaching staff.

## Add Employee Department

As an educational institution you might have various departments. Engineering colleges have "Electrical Sciences", "Mechanical Science" etc. Additionally institutions have departments like library, accounts etc. You can create as many different departments as you wish. For our play school we will create two departments: Teaching and Accounts

## Add Employee Grade

In most institutions the employee grade is different from a position or role. So a teacher can be a reader but can temporarily be the head of the department till an incumbent is filled in. The salary is usually tied to the grade. For our play school we will create two grades Grade 1 and Grade 2. You can also assign the maximum number of hours that a grade should work/teach.

## Add Payroll Category

Payroll categories are heads under which the emoluments are paid out to the staff. Usually there are earnings and deductions in each month. Earning include Basic and Dearness Allowance (10% of Basic) while deductions include Provident Fund (12% of Basic) , Professional Tax and Income Tax. For our playschool lets create all these heads.

## Add Bank Details

Create your bankers name.

## Add Additional Details

What is this?
Fedena/Navigation
# Fedena/Other Resources
## Project Website

    http://www.projectfedena.org

## Demo

    http://www.demo.projectfedena.org

## Download

    http://www.projectfedena.org/download

## Installation

    http://www.projectfedena.org/install

## Youtube Channel

    http://www.youtube.com/user/projectfedena

## Fedena Pro Services

    http://www.fedena.com/
# Fedena/Student Admission

During the beginning of the academic year you will need to enter the student details. Choose "Admission" from the dashboard and fill in the student details. Then fill the parent/guardian details. You can add additional parent and guardian details if you wish but for the purpose of this demo we will enter only the father's details. Select the guardian as you entered as the emergency contact. Proceed by entering the previous educational details or skip this step. Once done you can print a PDF of this document and file it.
Once done you can view the various academic and attendance reports for this student and compare the students performance with that of the previous year. But since we are admitiing students at this stage these reports will not have any relevant data. So lets refrain from printing these reports.
Once the admission process is complete it time to go to school!
# Fedena/Student Search

Should you wish to view the details of any student choose the "Student Details" from the dashboard. Choose whether the student whose details you wish to view is a current or past student. Then click "View All". Choose the batch whose students you wish to view. And the list is displayed. You can view the profile of the student, print a PDF of the profile, view the various academic and attendence reports for this student and compare the students performance with that of the previous year. But since we are admitting students at this stage these reports will not have any relevant data. So lets refrain from printing these reports.
# Conlang/Advanced/Sounds/Clicks

Conlang/Advanced/Sounds/Unusual sounds This page is a soft redirect.
# Conlang/Advanced/Sounds/Ingressive

Conlang/Advanced/Sounds/Unusual sounds This page is a soft redirect.
# Conlang/Appendix/IPA

Conlang/Appendix/CXS This page is a soft redirect.
# Conlang/Appendix/Glossary/Sources
## Ithkuil, John Quijada

* Utopian for Beginners, The New Yorker, December 24 & 31, 2012 Issue.
* Ithkuil FAQ
* 1st Language Creation Conference - 4 - John Quijada - Cognitive linguistics

## head

* The Head Parameter in Morphology and Syntax, Jack Hoeksemam, 1990.
* Righthand head rule, Wikipedia.
# Student Verb Activities
## Intro
### In this supplementary activity, we will discuss verbs and subject pronouns in three sections.

1. First, we will discuss verbs used in their infinitive forms. In English, infinitive verbs that occur without conjugation include 'to' in front of them.
Example: The infinitive form of 'go' in 'She goes to the market.' is 'to go'
2. In both English and Spanish, verbs are conjugated (altered) based on the subject they are referring to. In the second section of this practice, we will discuss subject pronouns.
3. In the third section, we will bring together how conjugations are made for regular verbs as they reference different subjects.

### Activity #1
### Lets begin with sentences from the book.

Example: Porque no escucha a mami.
In this sentence, the verb used is escuche The infinitive form of escuche is escuchar

### For the following sentences, identify the verb used, as well as it's infinitive form.

1. La sangre cae como una cascada.
2. Mi papa me quita mi casco.
3. Mi papa me abraza.
4. Ella pone su mano plana sobre mi boca.
5. El viento sopla entre mi pelo.
6. La sangre no para.
7. Mi mama corre hacia mi.
8. Mi papá me enseña una palatina reflectante.

### Activity #2
### Use the following verbs to complete the sentences below. Don't worry about correct conjugations for now!

jugar mirar dar cantar enseñar caer escuchar abrazar dolor quitar correr parar poner
1. Yo _____________ los niños jugar en el parque.
2. Él _______________ el sombrero antes de entrar la iglesia [church].
3. Para hacer ejercicio, yo __________________ en el parque.
4. La niña _________________ a música.
5. Los niños ________________ durante recreo [recess].
6. La plataforma esta muy lizo [slippery], y la mujer _________________.
7. Despúes de caer, el brazo le _________________ mucho.
8. El coche no tiene frenos [brakes], y por eso, no puede _____________________.
9. Yo siempre _________________________ en la ducha [shower], ¡con voz [voice] alto!
10. La maestra [teacher] ___________________ los niños como hacer matématicas.
11. Las manos estuvieran llena [full] hasta que _________________ la caja [box] en la mesa.
12. El padre ________________________ su hijo despúes de se cayo.
# Goals

* Introduce language used at holidays and gatherings
* Begin Present Tense
* Advance production for simple present tense phrases.
Introduction
For this unit, we will focus on the theme of holidays and celebrations.
To begin practicing, read the following three sentences, and try to identify their corresponding
English phrase. Try to find matching translations!
Warm Up Activity
Español
Inglés
A La casa es pequeña.
1 The boy celebrates.
B Las amigas preparar la cena.
2The house is small.
C El niño celebra.
3The friends prepare the dinner. :
Part 1: Articles and Nouns
In Part 1 we will discuss articles and nouns, as they relate to holidays and celebrations.
Before we move into more complicated grammar components, starting off with a general
understanding of how masculine and feminine structures work in Spanish will give a great basis.
Part 1: Nouns and Articles
Articles in Spanish are classified in two sets of categories.
These two sections, gender and number, determine how nouns are treated within a sentence.
Article Description Feminine:
Number
Spanish
English
Example
Singular
La
The
La casa es roja.
Singular
Una
A
Tengo una amiga.
Plural
Las
The
Las niñas juegan.
Plural
Unas * (slang for some)
A (plural) * Some*
Unas casas son rojas, otras son verdes.
Article Description Masculine:
Number
Spanish
English
Example
Singular
El
The
El apartamento es grande.
Singular
Un
A
Tengo un amigo.
Plural
Los
The
Los niños hablan.
Plural
Unos
A *(slang for some)
Unos apartamentos son grandes, otros pequeños.
These are nouns that are seen in the story
General Vocabulary
Español
Inglés
la bicicleta
the bike
el coche
the car
la sangre
the blood
la cascada
the waterfall
el viento
the wind
el golpe
the blow / the hit
la lágrima
the tears
el abrazo
the hug
la mano
the hand
la boca
the mouth
la luz
the light
un hechizo
a spell
el mágico
the magic
el pelo
the hair
una cortada
a cut :
# Elementary Spanish/Unit1 Grammar2

Part 2: Subject Pronouns and Infinitive Verbs
In Part 2, we will gain familiarity with subject pronouns.
In this section, we will gain a solid familiarity of pronouns and infinitive verbs separately
before we combine these ideas to begin work on creating short sentences.
Part 2: Lesson
Subject Pronouns
Classes of gender and number also exist within subject pronouns.
These two sections, gender and number, determine how nouns are treated within a sentence.
In Spanish, it is common for subject pronouns to be omitted, as they are incorporated as part of a verb conjugation.
We will begin verb conjugations next.
Persona
Person
Español
Inglés
Yo
I
Tú
You
Él
He
Ella
She
Nosotros
We
Ellos
They
Ellas
They (females)
Infinitive Verbs: Story
There are three broad categories of verb-types in Spanish:
Verbs that end in ...
-AR*
-ER*
-IR*
Regular Verbs
Español
Inglés
escuchar
to listen
soplar
to blow
abrazar
to hug / to embrace
quitar
to take off
enseñar
to show / to teach
mirar
to look
parar
to stop
correr
to run
cantar
to sing
Iregular Verbs
Español
Inglés
ir
to go
dar
to give
estar
to be
poner
to put
caer
to fall
decir
to say
jugar
to play
dolor
to have pain :
# Student Noun Activities

Activity One:
1. Try to use the context clues to determine which noun to use in the following sentences.
sangre mano luz pelo bicicleta viento pelo hechizo lágrimas abrazo golpe mágico
1. La niña monta la __________________.
2. El niño esta muy triste [sad]. Muchas _______________ cae de los ojos.
3. Los niños estan peleando [fighting]. Un da un ______________ al otro.
4. La mujer tiene un anillo[ring] en su __________________.
5. Antes de ella encienda la ___________________, era muy oscura [dark].
6. El hombre tiene una cortada en la mano. Hay mucha __________________.
7. Ella pierde [loses] su sombrero[hat] porque el ________________ lo sopla.
8. La bruja [witch] practica _______________, y hizo un ___________________.
9. Yo necesito cortar el _______________ porque esta muy largo.
10. La mamá da un _____________________ a su hijo.
Activity Two:
1. In groups, read the following short dialogues and try to determine what the conversation is about. To do so, first identify and interpret the nouns within the dialogue.
Rely on context clues as much as possible before going to a dictionary!

## Dialogue 1

Mamá: Hola hijo. ¿Por qúe estas llorando? ¡Mira cuantos lágrimas!
Hijo: Mi amigo en la clase no quiere hablar conmigo.
Mamá: Tienes que tener paciencia con tus amigos. ¡Te voy a dar un abrazo!
Hijo: Pero mi amigo no me escucha cuando hablo con él.
Mamá: ¿Por qúe no?
Hijo: Normalmente, durante recreo, jugamos juntos. Pero hoy, jugué con otro grupo. Y ahora, él no habla conmigo.
Mamá: Pues tal vez manaña puedes invitarlo a jugar con el otro grupo.
Hijo: Sí, bueno.
Mamá: ¿Y ahora? ¿Qúe podemos hacer para ponerte en un humor mejor?
Hijo: ¡Quiero montar la bicicleta!
Mamá: Muy bién. Tienes media hora antes de la cena. Puedes montar la bicicleta - ¡pero cuidado por los coches en la calle!
# Unit 1: Elementary Spanish

In this Unit, we will focus on the themes of personal experience and family tradition. :
Goals
Introduction to infinitive nouns and verbs
Introduction to contextualized language, interpreting meanings
Intro to present tense
Click here for the Warm Up Activity
Use these question and answer prompts to introduce yourself to your peers.
Español
Inglés
¿Como te llamas?
What's your name?
Me llamo _________________. Mi nombre es ____________________.
I am called ________________. My name is ____________________.
¿De dónde eres?
Where are you from?
Soy de ______________________.
I am from ____________________.
Next, we'll read through the Featured Story for this lesson: La Bicicleta. This story focuses on a personal childhood experience. Try to use the pictures to interpret and infer meanings from the text. While reading, try to identify different parts of speech within the story as well, determining, or guessing, which words are nouns and which are verbs.
Featured Story: La Bicicleta :
In this section, we'll begin a more focused practice on nouns and verbs. Working through these activities, we will gain better familiarty with nouns and verbs used within the story, as well as grammatical explanations for their implementation.
Noun and Verb Activities
In this section, we'll get more familiar with nouns and articles.
Noun Practice
Verb Practice
In this section, we'll get more familiar with nouns and articles.
1. Activity 1 The first activity is a picture matching activity, where you will guess which picture matches the correct word.
2. Grammar Review Part 1 Read the section on nouns and articles, then, read the story again and try to find examples.
In this section, we'll get more familiar with verbs.
1. Activity 1 In the first activity, you'll read a sentence in Spanish and view the infinitive form of the verb, and select the appropriate picture.
2. Activity 2 In the next activity, you'll analyze sentences from the story to determine the infinitive forms of each verb.
For the following activity, you will use context clues to determine the appropriate verb for each sentence.
3. Grammar Review Part 2
Next, we will review grammatical concepts associated with verbs in Part 2 of the Grammar Review. Here, we will also begin to familiarize ourselves with subject pronouns in relation to the verbs of the story. :
# Elementary Spanish/Unit1.2

In this section, we will discuss how regular verbs are conjugated in the present tense, based on their subject pronoun referent.
Guided Verb Activities
Verb Practice
Grammar Review 3
Before working on the Activites, review Part 3 in the grammar companion for a general overview on subject pronouns and their corresponding verb endings.
Activity 1
In this activity, you will see an infinitive verb and a subject prounoun. You will be prompted with 4 options, to choose the appropriate conjugation.
Dialogue: Vocab from Story
In this dialogue, you'll hear a conversation between a mother and son about a problem he is having at school. The dialogue uses many vocabulary items from the story we read in Section 1. :
# Goals

* Begin Parts of Speech study in context. (Nouns, Verbs)
Introduction
For this unit, we will read a story about a personal experience.
To begin practicing, we will identify different verbs and nouns used in the story,
and analyze how they are used together.
Before practicing the Noun and Verb activities, try reading the story first to get
a general idea for the story's meaning.
Story and Activities
Story
Click here to view the Story
Get more familiar with the nouns and verbs used in this story - check out the following four links for more information.
Noun Activity #1
Verb Activity #1
Supplemental Noun Activities
Supplemental Verb Activities :
# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 11/Author Sign-Up Page

* Students...
* To sign up for an author duty, click "edit this page", and sign your username (using four tildes) directly after the name of the duty you want to claim.
* Remember, each author duty will be completed by only one student. This means, if a username appears next to a duty, that duty is not available. Please choose another author duty in this or another chapter.
* EXAMPLE:
* Chapter FAQ PbakerODU (talk) 19:21, 11 May 2009 (UTC)
* This indicates that PbakerODU correctly signed up for this editor duty.

## Author Duties

Experts Take SidesRpaige (talk) 18:40, 14 May 2009 (UTC)
In the NewsHcomb003 (talk) 15:29, 12 May 2009 (UTC)Heather Combs
Chapter FAQRburt005 (talk) 16:31, 12 May 2009 (UTC)
The Scoop From Someone Who KnowsAferg006 (talk) 02:42, 13 May 2009 (UTC)aferg006
* Questions? Refer to How to Use This Book
# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 11/Chapter Introduction

What is Classroom Management?
What does classroom management consist of?
How does someone have effective classroom management?
All of these questions and more will be answered when reading through chapter elevent, classroom management. This chapter covers many topics that can be viewed through In the News, Experts Take Sides, Chapter FAQ's, and The Scoop from Someone Who Kows. In the News discusses disciplinary Deficits, Classroom Management techniques used by teachers that seemed to be effectived, and technology. Using technology to reach students even when they are at home and may need assistance on homework or have questions. Experts Take Sides discusses in depth interventionism, non-interventionism, and interactionalism. Not to worry if these terms are not familiar because our authors have done a great job of taking the reader through the definitions and completing a full understanding of these words.
Once the reader has reached the Chapt FAQ's there is a full synopsis of denfinitons/concepts/terms that are discussed having to do with classroom management. At the end of this detailed over view there is brief quiz. The last special feature article is The SCoopr from Someone Who Knows. The reader is taken through many different issues daling with classroom management such as classroom climate, Effective Class, Reaching Students, and Establishing Discipline. Ones the special feature articles are completed there are many content articles that are just as useful and full of information on classroom management.
Classroom Management is always a concern in every classroom. It is important for teachers and administration to have a good understanding of what is needed to have good classroom management. This chapter provides you with a great base knowledge and provides ideas and topics for the reader to try or research even further.
* Rate This!
# Fool Proof Mathematics/CP1/Complex numbers

Consider a mathematics which only allows for positive numbers. This drastically restricts the solutions obtainable such as being unable to answer "What is $5+x=-17$?". A similar problem arises with polynomials, as without expanding our system of numbers some polynomials have no solution. A complex number encapsulates all real numbers as well as introducing the imaginary unit, $i={\sqrt {-1}}$, such that a complex number has 2 components:
$z=a+bi$where $a,b\in \mathbb {R}$. $bi$is an imaginary number. Two functions are introduced to distinguish between the 2 componentsː $Re(z)=a,Im(z)=b$. Addition and subtraction of complex numbers works the same way as algebraic and root manipulation, the only difference to bear in mind is thatː $i^{2}=-1$which is a real number, allowing further simplification.
As previously alluded to, quadratics now have solutions for when the discriminant is less than 0ː $b^{2}-4ac<0$means the quadratic has 2 distinct complex solutions.

##### Worked Examples

* $i^{3}=i^{2}i=-i$
* Solve the equation z$^2$+9=0{\textstyle z^{2}+9=0}ː${\begin{aligned}z^{2}&=-9\\z&=\pm {\sqrt {-9}}=\pm {\sqrt {-1}}{\sqrt {9}}=\pm 3i\end{aligned}}$
The complex conjugate of a complex number has the same real part but the inverse of its' imaginary part. This allows the us to utilize the difference of two squares identity, making the product of 2 complex numbers realː${\begin{aligned}z=a+bi\\z^{*}=a-bi\\zz^{*}=(a+bi)(a-bi)=a^{2}-b^{2}i^{2}=a^{2}+b^{2}\end{aligned}}$We can use an already learnt trick of rationalizing the denominator to divide 2 complex numbers by multiplying the fraction by the denominators' complex conjugate, i.e: ${\dfrac {z_{1}}{z_{2}}}\times {\dfrac {z_{2}^{*}}{z_{2}^{*}}}$.