OpenLLM-France/wikimedia huggingface dataset:
# Topfield 5800/FAQ
## Q: Should I do a Factory Reset, what will I lose?

A: A factory reset will not delete any recordings, but it will delete all the timers you have set. It will also reset the following:
* Transparency
* Interactive services
* Time slip
More noticeably all the channels will need to be rescanned after a factory reset. The process is described in the manual
If you wish you may preserve your timers by using Channel Manager to do the factory reset & rescan, alternatively UKTimers TAP is a small easy to use TAP to import/export timers.
When changing between some firmware versions a factory reset is essential to avoid problems.

## Q: How do I get my remote apart to clean it?

A: Look here and here

## Q: Why do I have a broken up picture or no signal at tuner 2?

| MUX | Channel |
| Mux 1 | BBC 1 |
| Mux 2 | ITV 1 |
| Mux A | Five |
| Mux B | BBC 4 |
| Mux C | Sky News |
| Mux D | The Hits |
A: The following checklist is a good starting point.
* Check the Toppy.Org FAQ first here & follow links to guides.
* Aerial has been damaged or is inappropriate or is pointing in the wrong direction reception predictor.
* Downlead is damaged or of poor quality or with joints in it or very long. CT100
* Water has got into the cable or aerial connection.
* The supplied short RF coax patch cable at the back of the box is missing. link 2&3
* Signal is too weak, 65 - 70% is normally about the minimum, quality should be close to 100. Signal TAP
* Channels at the top end of the frequency range are more affected by atmospherics.
* A masthead amp may help, check power is on if you have one. It is not a universal fix.
* Planned works on your transmitter.
* Birds on the aerial as discussed here
* Indoor aerials can be trickey discussed here
Radio ham garbled audio interference has been reported.

## Q: What firmware should I use on my TF5800PVR

The recommended firmware is "TF5800-5.13.65beta" with essential patches added as a minimum.
The unpatched version of the recommended firmware is linked from here and the patching tools and files are all here.
Some specific patching recommendations have been made & firmware with patches already applied are available to download, for example in the firmware section of CW's Guide to a Stable Toppy.
When referring to patches a link to SimonC's Firmware Patch Decipherer is often given, for example these are the essential 5800 patches HPT2
Anyone wishing to experiment with the 5.14.x "Freeview Playback" firmware should be warned that there are severe problems with the current 5.14.08 & earlier versions of this firmware that will sometimes make it crash & also regularly miss recordings. Some patching recommendations are here if you insist. This firmware is not recommended even though some machines are shipped with this firmware installed.
# Using GNOME/Applets

Using_GNOME >
An applet is a small program that sits and runs on the panel. This chapter is a guide to all the applets available for GNOME.

## Accessories

* Clock
* Dictionary Lookup
* Sticky notes
* Stock ticker
* Weather report

## Actions

* Force Quit
* Lock
* Log out
* Run
* Screenshot
* Search
* Show Desktop

## Amusements

* Fish
* Geyes

## Internet

* Inbox monitor
* Modem lights
* Wireless link monitor

## Multimedia

* CD player
* Volume Control

## Utility

* Battery Charge Monitor
* Character Palette
* Command line
* Disk Mounter
* Keyboard Accessibility Status
* Notification Area
* System Monitor
* Window List
* Window Selector
* Workspace Switcher

## Others

* Launcher
* Launcher from Menu
* Main Menu
* Menu Bar
* Drawer
# Using GNOME/Coverage of this guide

This guide covers :
* What GNOME is
* How to use it
* The differences between GNOME and other platforms
* The latest stable version of GNOME (2.12 at the time of writing)
* Applications included with GNOME
* Tips and tricks
* Resources for power users
What this guide is not :
* A guide to specific versions of GNOME such as Fedora GNOME or GNOME-based products such as Java Desktop or Ximian GNOME. It covers GNOME in general.
* A Developers guide — it is intended for users. See the GNOME developer site for information on GNOME development.
* A general manual, see the official GNOME users guide included with GNOME instead.
* A guide to applications not part of GNOME itself, such as The GIMP or OpenOffice.org.
Back to contents page
# Using GNOME/Accessibility

GNOME is designed for all users, including users with disabilities that make using a computer difficult.
This section will cover accessibility tools in GNOME.
# Using GNOME/Application windows

Applications in GNOME appear in Windows. Windows are usually box-shaped and can be manipulated.
Things that can appear as Windows include
* Folders and Files in the File Manager.
* Applications
* Message boxes
* Preference screens
* Notes
Window layout.
By default, the following layout is used
* Menu
* Title
* Minimize
* Maximize
* Close.
# Using GNOME/Applications

GNOME comes with a variety of applications to allow you to work.

## List of Applications

* Calculator
* Dictionary
* Character map
* Games
* Graphics
* Image viewer
* PDF Viewer
* Terminal
* Text editor
* Web browser
# Using GNOME/Browse folder

Browse Folder is a different way of exploring files. In this mode
* There is only one window for file management
* Navigation is done with navigation arrows
* The location of the folder in the file system is displayed
* There are special toolbar modes.
For users of GNOME prior to 2.6, this mode will be familiar to you. To use browse folder, right click a folder, then select "Browse Folder".
Tip : To use Browse Folder by default, set the following configuration key to true : /apps/nautilus/preferences/always_use_browser
# Using GNOME/Calculator

Gcalctool is the GNOME calculator, a calculator with basic, advanced, financial and scientific modes.
* Basic
* Advanced
* Financial
* Scientific

## Variable handling

Advanced, Financial, and Programming modes present features for storing and retrieving values labeled as variables. R is the symbol for variable, used on GUI buttons ←R (insert variable) and →R (assign variable).
Variable names are case-sensitive alphabetical string without spaces. Variable values are numerical strings.
Values are assigned to variable names by entering in the GUI text input/result field a variable name followed by 0 or more spaces, followed by the = character, followed by 0 or more spaces, followed by either a numeric value or an existing variable name
| x = 2 | result = subtotal |
| An example of assigning a variable to a value | An example of assigning a variable the value of another variable (assuming the subtotal variable is assigned a value) |
. A numeric value is assigned to the first variable name. If the value was entered as an existing variable name rather than as a numeric value, the existing variable's value is assigned to the first variable name. Assignment to a variable name that does not exist creates the new variable by name with the assigned value. The →R (assign variable) GUI button shows a popup menu of existing variables (and the current value of each), to which selected variable is assigned the current numeric value displayed in the calculator, just as if that variable name were entered in the GUI text field followed by a =, followed by the numeric value.
Entering a variable name into the GUI text field substitutes the variable value for the variable name when the expression in the GUI text field is evaluated (e.g. when the keyboard ↵ Enter button or the = GUI button is pressed). The ←R (insert variable) GUI button shows a popup menu of existing variables (and the current value of each); the selected variable name is inserted (appended) into the GUI text field.
Two predefined variables are available from the ←R (insert variable) GUI button: ans and rand. ans contains the last "answer" value calculated by the calculator as a result. rand contains a random value between 0.0 and 1.0 (the value is not displayed; a rand variable is evaluated in an expression when calculating a result).
Variable names and values persist between launch and quit of the application.
# Using GNOME/Character palette

< Using GNOME/Applets
Character Palette is an applet that displays a set of special characters in the panel, to allow characters which are missing from the currently configured keyboard to be inserted wherever text may be typed.
To insert a character, click on the desired character in the panel. This will copy the character into the clipboard. It may then be pasted into the text being typed (by CTRL-V, or the middle mouse button, for example).
To change the characters available for insertion, click on the caret (^) — or caron (v), if the applet is on the upper panel — at the start of the list and pick another palette of characters from those displayed.
To configure the applet, right-click on that part of the panel, and select Properties. This will allow new palettes of characters to be added, and existing palettes to be edited or removed. There is no special method for entering characters into these palettes; you will have to paste them from somewhere, or know the keyboard shortcut for the relevant Unicode or ASCII character.
As of version 2.14.3, there is no mechanism to change the order in which the palettes of characters are shown in the pull-down list. The configuration file, called %gconf.xml, is stored in ~/.gconf/apps/panel/applets/applet_X/prefs, where X is the index of the applet. Since GNOME will randomly place the file of interest in any of several subfolders, to find the file, search the ~/.gconf/apps/panel/applets path for a %gconf.xml file containing the string "GNOME_CharpickerApplet". The XML configuration file for the Character Palette applet will be found in the subfolder named "prefs". The file can be edited with a text editor to move character palettes up or down the list. Each entry is contained within XML list tags (<li> </li>). Initially, the file will not be populated with the complete list of palette entries, until at least one entry is edited through the Properties dialog, as described above. After moving the palette entry and saving the XML file, it is necessary to exit and restart one's GNOME session, or restart the machine before the change becomes visible in the Character Palette pop-up list.
If the Character Palette applet is removed from the panel, upon re-installation on the panel it will be reset to the default palettes and previous customizations will be lost. It is also likely that the configuration file will appear in a different path under .../applets/.
# Using GNOME/Configuration Editor

The Configuration Editor, technically known as GConfg-editor is a special tool to change hidden settings within GNOME. They are usually hidden because they are not missed by non-power users but power users may appreciate them.
The Configuration Editor is easy to get to grips with, yet learning all the Key's hard.
There are two ways to launch Configuration Editor.
* Menu, Preferences, Advanced, Configuration Editor.
* Type gconf-editor from Run Application.
The configuration editor screen
The screen is split in to three panes, key tree (left), key list (top right ), key info (bottom right).
Key Tree. There are four main key categories in the key tree.
* apps
* desktop
* schemas
* system
In each category there is a collection of folders which can contain sub folders and keys.
Keys each have a name, value and description. Make sure you try all the keys to see what they do. This guide has references to popular keys. Look out for them in Tip boxes!
# Themes in Literature/Contributors

* Ashley Ramjattan
* Kiara.B228
* Lesleysiri
* Mahimol28
* Caribbean Baby
* Meilleux
* Kira.SStewart
* MelissaDP
* Rosie
* FreeRighter
* Señor Rodriguez
* Sunshine
* Mostafa Mahmoud
* Gerusamaso
* Royal Blue Queen
* Dr. Van's Labyrinth
* Dr. X
# Themes in Literature/Isolation and Community/Anton Chekov

Anton Pavlovich Chekhov (1860-1904) was a Russian writer now internationally famous for his plays and short stories, partly thanks to the translations of his work by Constance Garnett into English.
As a playwright, he is considered a key representative of early modernism. His plays The Seagull, Uncle Vanya, Three Sisters, and The Cherry Orchard, for example, are said to "present a challenge to the acting ensemble as well as to audiences, because in place of conventional action Chekhov offers a 'theatre of mood' and a 'submerged life in the text'."
While studying for his medical degree, Chekov began to author comedic sketches of Russian life for humorous journals to support himself and his family. The publication of the autobiographical story "The Steppe" (1888), marked his move to more serious subjects and tales, among them “Neighbors” and “Ward Number Six” (1892), “An Anonymous Story” (1893), “The Black Monk” (1894), “The Murder" and “Ariadne” (1895), “Peasants” (1897), the trilogy “The Man in a Case,” “Gooseberries,” and “About Love” (1898) and "The Lady with the Dog" (1899), all of which helped build his reputation as the "master of the modern short story."
See links to the full text of these and other short stories under "Further reading" below.

## References

* 1 2 Hingley, Ronald Francis. "Anton Chekhov." Encyclopedia Britannica, 25 Jan. 2021, https://www.britannica.com/biography/Anton-Chekhov.
* 1 2 Wikipedia contributors. "Anton Chekhov." Wikipedia, The Free Encyclopedia.
# Themes in Literature/For Readers

Dearest Themes in Literature Reader,
Our intention in creating this book is to allow you to spend a few hours reading or watching or listening to some wonderful literary pieces, learning about their authors, and perhaps spending some time pondering on the questions that their works bring up to mind.
We would love it if you left your impressions--even criticism!--on the discussion page for each entry. Or maybe you want to answer one or two of the discussion questions there. We'll leave that decision to you.
Wishing you much enjoyment,
                                                          Dr. X for the Themes in Literature collaborators.
                                                          December 2, 2021
# Themes in Literature/Isolation and Community

   I’m alone in a crowd—e pluribus plures. Far from a family I miss.
   I’d almost say I’m lonely, but lonely
   Is worse, I recall, than this.
   --Geoffrey Brock, Bryant Park at Dusk
Preface
Authors whose works are discussed in this volume
Short fiction
    Ray Bradbury, "Night Call, Collect"
    Anton Chekov, "The Bet"
    Julio Cortázar, "The Southern Thruway"
    Ken Liu, "The Paper Menagerie"
    Carmen Maria Machado, "Dream House as Choose your Own Adventure"
    Oscar Wilde,
       "The Happy Prince"
       "The Selfish Giant"
Long Fiction
    Octavia E. Butler,
       Dawn
       Kindred
Poetry
    Emily Dickinson,
       "Much Madness is divinest Sense"
       "They shut me up in Prose"
       "The Soul selects her own Society"
    Langston Hughes,
       "Let America Be America Again"
       "Mother to Son"
Short film
    Pierre Ieong, Belonging
    David Gaddie, Beautiful Dreamer
Textual Comparison
    "The Deluded Self": Machado's "Dream House as Choose your Own Adventure" and Sartre's No Exit
# Web 2.0 and Emerging Learning Technologies/RSS

RSS (Really Simple Syndication) is a web content syndication format. Web syndication is a form in which website material is made available to multiple other sites. RSS is a family of web feed formats used to publish frequently updated works such as blog entries, news headlines, audio, and video in a standardized format. An RSS document, which is called a feed, web feed or channel includes full or summarized text plus extra information such as publishing dates and authorship. Publishers are benefited because they are allowed to syndicate content quickly and automatically. For the receiving site, content syndication is an effective way of adding information to its pages, making it more attractive to users.
RSS feeds can be read using a software called an RSS reader, feed reader, or an agregator which can be web-based or desktop-based. The user can subscribe to a feed by entering the feed's link into the reader or by clicking an RSS icon in a browser that initiates the subscription process. The RSS reader checks the user's subscribed feeds regularly for new work, downloads any updates that it finds, and provides a user interface to monitor and read the feeds.
Teaching and learning possibilities
It would be very difficult for both students and teachers to find the time to click through all those interesting sites that may provide them useful information in order to for example, work on a project or develop their writing skills. RSS allows teachers to go to one place to read all of the content on all of those sites.
We believe there are a number of different ways that RSS feeds can add to our knowledge base, help us communicate, and make our teaching and learning better:
* Teachers who work with Weblogs can scan through all of the class content in one place, make sure it is all appropriate, and click through to a particular post if they want to comment on it.
* Even if students do not have Weblogs, teachers may work using this tool on a project work. If students are working on a certain topic they could actually create an RSS feed that would bring any news about it to their aggregator as soon as it was published. Note that if students do not know how to use RSS, the teacher will have to explain it before starting with the project work.
* Teachers can always keep in touch with parents by sending information, photos, or the student’s marks via RSS. This could be done either in the student`s mother tongue or in the target language being taught. This choice will depend on the teacher´s aims, according the school and families´interests.
Examples
We believe that these are good examples of what can be done by using RSS. For teachers who teach English in a non native speaking country what RSS offers could be as useful as it is for Schools where English is a first language. Facilitating an interesting and useful way to keep in touch with both parents and students enables them to use this way of communication in an active way. Not only students can use RSS at school, but also at home.
# Web 2.0 and Emerging Learning Technologies/Skype

Skype is software that allows users to make phone calls worldwide only by means of a microphone or a headset. These phone calls can be made from one PC to another if they have this software installed. Not only can users talk to people from PC to PC, but also from a PC to a cellphone, or to a telephone which is not connected to the Internet. One of Skype most practical features is that currently, it is free of charge if you talk to people from a pc to another which has the same software installed. If you want to contact people from your Pc to a cell phone or a landline telephone you have to pay a fee.
Features:
Skype is ideal for:
* Making phone/PC calls
* Sending instant messages
* Making a video call
* Starting a conference call / videoconferencing
* Sending pictures and files / sharing material.
Teaching and learning possibilities. What a teacher/ Student can do
Skype allows students to take their classes out of the traditional academic environment. They can watch / listen to their classes only with the aid of a PC and an Internet connection.
Skype is also ideal for teachers, who can also provide online private classes to one or multiple students. Massive online conferences can be held too, as well as attending "virtually" to educational events around the world.
Examples links:
Using Skype In the Classroom:
http://www.dummies.com/WileyCDA/DummiesArticle/Using-Skype-at-School.id-4420.html
We´ve chosen these example link because it gives us a lot of things we can do in the classroon using skype not only for students but also for teachers.
Talk to Canada.com
Online English Speaking Course and Online English Class Information
http://www.talktocanada.com/online-english-speaking-course-classes.html
We have chosen this example because it shows some things we can do using skype; such as practicing pronunciation, and English fluency. At the same time we can learn a lot of things from the person we are talking to.
Successful Teaching
Using Skype in the Classroom
http://successfulteaching.blogspot.com/2008/04/using-skype-in-classroom.html
This example shows that Skype is a very good source to learn more about all the countries in the world. To learn about their cultures, their languages, etc.
# How to become an effective learner under web2.0?

How to become an effective learner under web2.0? This chapter try to answer this question from the view of learner how to learn himself, instead of from the instructor how to design or how to teach.

## Sub chapter

You can type or copy and paste your content here after clicking the right [edit] link. You can type or copy and paste your content here after clicking the right [edit] link. You can type or copy and paste your content here after clicking the right [edit] link. You can type or copy and paste your content here after clicking the right [edit] link. You can type or copy and paste your content here after clicking the right [edit] link. You can type or copy and paste your content here after clicking the right [edit] link.
The emergence of learning technologies threaten to usurp the power the traditional teacher yields. However, humans are social animals. Fulfilling the affective need of the learners is the domain of the teachers which cannot be replaced by the technologies. Especially young learners thrive on the attention and motivation provided by the teachers. 1. Roles of the teachers. Shall continue...

## Useful Links

* http://eduspaces.net/davidds/weblog/category/ple
* http://del.icio.us/davidds/ple
* http://ltc.umanitoba.ca/wiki/index.php?title=Ple Personal Learning Environments (PLE) - LTC Wiki
# Urdu/Vocabulary/Directions
#### Directions

| English | Urdu | Transliteration |
| Airport | ہوائی اڈے | Hawaii Adda |
| Path | راستہ | rasta |
| Street | سڑک | Sarak |
| Left | بائیں | bain |
| Right | دائیںں | daain |
| Straight ahead | سیدھا آگے | sidha agaay |
| towards the ... | کی جانب | .... ki janaib |
| Past the ... | کے آگے | ... kay agay |
| Before the .... | سے پہلے | ..... say pehlay |
| Roundabout | گول دائرہ | Gool daira |
| North | شمال | shumal |
| South | جنوب | junub |
| East | مشرق | Mashariq |
| West | مغرب | Magharaib |
# Urdu/Vocabulary/Emergency

| English | Urdu Script | Transliteration |
| Leave me alone | مجھے اکیلے چھوڑ دو, | mujhe akela choor doo , merey jaan chooro |
| Don't touch me | مجھے مت چھو | mujhe mut chuo |
| Don't come near me | میرے قریب نہیں آو | meray kareeb naheen aao |
| I need your help | مجھے آپ کی مدد درکار ہے | mujhe aap ki madadd darkar hai |
| I'm lost, I lost my way | میں گم ہو گیا ھوں، میں راستہ بھول گیا ہوں | main gum hogaya hoon, main rasta bhool gaya hoon |
| I lost my bag | میرا بستہ گم ہو گیا ہے | mera basta goom hogaya hay |
| I am sick | میں بیمار ہوں | Main bemaar hoon |
| May I use your phone? | کیا میں آپ کا فون کا استعمال کر سکتا ہوں؟ | Kya main aap ka fone istaamaal karsakta hoon (male form) |
| Hold your tongue (during conversation) | | zaban simbhal kar (baat karen) |
| Don't mess with me | | Zaida panga naheen, zaraa araam say |
| Call an ambulance | | Ambulance koo fone karoo |
| I have headache | مجھے سر درد یے | Mujhay Sardaard hay |
| I have fever | مجھے بخار ہے | Mujhay bukhaar hay |
# Urdu/Vocabulary/Colors

| Color | Urdu | Transcription |
| Color | رنگ | rang |
| Colorful | رنگدار | rangdár |
| Colorless | بےرنگ | bey rang |
| Black | كالا، سیاہ | kálá, siyáh |
| White | سفيد | safaid |
| Red | لال، سرخ | lál, surḳh |
| Pink | گلابى | gulábí |
| Orange | نارنگی | nárangí |
| Saffron | کیسریا، زعفران | kesirayá, záfrán |
| Deep Pink | گلابى گہرا | raaniaatishy gulabi |
| Yellow | پیلا، زرد | pílá, zard |
| Green | ہرا، سبز | hara, sabaz |
| Blue | نيلا | nílá |
| Light Blue | آسمانی | ásmání |
| Turquoise | فیروزی | ferozí |
| Purple | بینگنی، جامنی، اودا | bainganí, jámní, údá |
| Brown | بھورا | bhúrá |
| Gray | سلیٹی، سرمئی | sleṭí, surmaí |
| Silver | چاندی، روپہلا | chándí, rúpahalá |
| Golden | سنہرا | sunahará |
| Shiny | چمکیلا | chamkílá |
| Pale, Light | ہلکا | halká |
| Deep, Dark | گہرا | gahará |