OpenLLM-France/wikimedia huggingface dataset:
# French/Lessons/Level two/Test answers

* School
* Culture
* Shopping
* Going out
* Transportation
* Everyday life
* Rural life
* Food and drink
* Dining
* Communication
Lessons · Vocabulary · Grammar · Appendices · Texts

## Grammar
### Verb Forms

Name the verb forms for the subject and infinitive specified. (1 point each)

## Translating
### English to French

Translate the following phrases and sentences into French. (2 points each)

### French to English

Translate these dialogues into English. (14 points total)

## Reading Comprehension
### Fill in the Blank

Fill in the blanks in these conversations. Note: Every blank is one word. (1 point each)

## Vocabulary
### Matching

Match the French words with their English definitions. (1 point each)
Level two lessons
School · Culture · Shopping · Going out · Transportation · Everyday life · Rural life · Food and drink · Dining · Communication
Lessons :
Introductory · Level one · Level two · Level three · Level four
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Lessons/Level two

Lessons · Vocabulary · Grammar · Appendices · Texts

## Contents
### School · L'école

    Grammar · Passé composé of regular verbs, lire, écrire
    Vocabulary · School, school subjects

### Culture · La culture

    Grammar · Regular verbs review, croire & voir
    Vocabulary · Life, religions, holidays, celebrations

### Shopping · Faire des courses

    Grammar · exer Verbs (acheter), -yer Verbs (payer), object pronoun review, irregular past participles
    Vocabulary · Shopping, clothing, shoes

### Going out · Sortir

    Grammar · Sortir, partir, -enir verbs (venir), -éxer verbs
    Vocabulary · Leisure activities, places to go, movies

### Transportation · Le transport

    Grammar · -uire verbs (conduire), -rir verbs (ouvrir), y, passé composé with être
    Vocabulary · Local travel, methods of transportation

### Everyday life · Le quotidien

    Grammar · Devoir, falloir, reflexive verbs
    Vocabulary · Employment, waking up, preparing for work, driving to work, sleep

### Rural life · La vie rurale

    Grammar · Suivre, vivre, naître, passé composé with reflexive verbs
    Vocabulary · Pets, farm animals

### Food and drink · La nourriture

    Grammar · Manger, boire, partitive article, en, mettre
    Vocabulary · Meat, dairy products, drinks, desserts

### Dining · Dîner

    Grammar · -cer verbs, servir, vouloir, pouvoir
    Vocabulary · Meals, silverware, dining at a restaurant

### Communication · La communication

    Grammar · Dire, -aître verbs, connaître & savoir, envoyer, recevoir
    Vocabulary · Mail, calling others, computers

### Review · Exercises · Test

Introductory · Level one · Level two · Level three · Level four
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Lessons/Level two/Exercises

* School
* Culture
* Shopping
* Going out
* Transportation
* Everyday life
* Rural life
* Food and drink
* Dining
* Communication
Lessons · Vocabulary · Grammar · Appendices · Texts

## Vocabulary

* Celui qui enseigne, c'est le ___.
* Le prof écrit sur le tableau avec une ____.
* Un étudiant écrit sur une feuille de ____ avec un crayon ou un _____.
* On lit un ___.livre,bouquin
* Quand on finit le collège, on va au ____.
* On pose une _____.
* On lève la _____.
* Quand on a faim, on déjeune à la _____.
* Celui qui enseigne, c'est le prof(esseur).
* Le prof écrit sur le tableau avec une craie
* Un étudiant écrit sur une feuille de papier avec un crayon ou un stylo.
* On lit un livre ou bouquin
* Quand on finit le collège, on va au lycée
* On pose une question.
* On lève la main.
* Quand on a faim, on déjeune à la cantine.

## Grammar

Translate the following sentences into French. The infinitive of the verb is in parantheses.
* I have listened. (écouter)
* Jacques has waited. (attendre)
* We finished. (finir)
* J'ai écouté.
* Jacques a attendu.
* Nous avons fini.
Change the following from the present indicative to the passé composé.
* Je regarde.
* Vous jouez.
* Elles finissent.
* J'ai regardé.
* Vous avez joué.
* Elles ont fini.
Level two lessons
School · Culture · Shopping · Going out · Transportation · Everyday life · Rural life · Food and drink · Dining · Communication
Lessons :
Introductory · Level one · Level two · Level three · Level four
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Lessons/Numbers

* Introduction
* The alphabet
* Greetings
* Formal speech
* Numbers
* Dates
* Telling time
Lessons · Vocabulary · Grammar · Appendices · Texts

## Vocabulary · Cardinal numbers

We can remark that 21, 31, 41, 51, 61 and 71 can have et un with or without a hyphen; otherwise this it is simply both words consecutively (vingt-six, trente-trois, etc) with a hyphen in between. For 100-199, cent is added before the rest of the number; this continues up to 1000 and onward. Many speakers of French outside of France refer to the numbers 70 to 99 in the same pattern as the other numbers. For instance, in Switzerland and Belgium, 70 is septante /sɛp.tɑ̃t/, 71 is septante-et-un, 72 is septante-deux, and so on; 90 is nonante /nɔ.nɑ̃t/, 91 is nonante-et-un /nɔ.nɑ̃t.e.œ̃/, 92 is nonante-deux, and so on. In Switzerland, 80 is huitante or octante /ɔk.tɑ̃t/.

## Supplementary vocabulary · Mathematics · Les mathématiques

In French, the addition, subtraction, multiplication and division are as follows:
    Calculez:
    un plus un = (égale) deux (the final 's' of 'plus' must be pronounced)
    dix moins sept = trois
    quatre fois trois = douze
    vingt divisé par dix = deux
You may sometimes use un plus un font deux.

## Supplementary dialogue · In school · À l'école

    Toto est un personnage imaginaire qui est un cancre à l'école. Il y a beaucoup d'histoires drôles sur Toto !
    Toto is an imaginary character that is a dunce at school. There are a lot of funny stories about Toto!

## Exercises

(Highlight or hover over a line to show the answer.)
    Write the number represented by each word.
(Highlight or hover over a line to show the answer.)
    Write the number represented by each word.
(Highlight or hover over a line to show the answer.)
    Write the number represented by each word.
(Highlight or hover over a line to show the answer.)
    Write the French word for each number.
(Highlight or hover over a line to show the answer.)
    Write the French word for each number.
(Highlight or hover over a line to show the answer.)
    Write the French word for each number.

## Supplementary exercises

(Highlight or hover over a line to show the answer.)
    Translate from French to English.
(Highlight or hover over a line to show the answer.)
(Highlight or hover over a line to show the answer.)
    Translate from French to English.
← Formal speech ·  Introductory lessons  · Dates →
Introduction · The alphabet · Greetings · Formal speech · Numbers · Dates · Telling time
Lessons :
Introductory · Level one · Level two · Level three · Level four
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Lessons/Level three/Test answers

* Vacations
* Work
* Health
* Money
* Youth
* Adolescence
* Historical France
* Revolutionary France
* Modern France
* Current events
Lessons · Vocabulary · Grammar · Appendices · Texts

## Grammar
### Verb Forms

Name the verb forms for the subject and infinitive specified. (1 point each)

## Translating
### English to French

Translate the following phrases and sentences into French. (2 points each)

### French to English

Translate these dialogues into English. (14 points total)

## Reading Comprehension
### Fill in the Blank

Fill in the blanks in these conversations. Note: Every blank is one word. (1 point each)

## Vocabulary
### Matching

Match the French words with their English definitions. (1 point each)
Level three lessons
Vacations · Work · Health · Money · Youth · Adolescence · Historical France · Revolutionary France · Modern France · Current events
Lessons :
Introductory · Level one · Level two · Level three · Level four
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Lessons/Level two/Test

* School
* Culture
* Shopping
* Going out
* Transportation
* Everyday life
* Rural life
* Food and drink
* Dining
* Communication
Lessons · Vocabulary · Grammar · Appendices · Texts
Test answers

## Grammar
### Verb forms

Name the verb forms for the subject and infinitive specified.

## Translating
### English to French

Translate the following phrases and sentences into French.

### French to English

Translate these dialogues into English.

## Reading comprehension
### Fill in the blank

Fill in the blanks in these conversations. Note: Every blank is one word.

## Vocabulary
### Matching

Match the French words with their English definitions.
Level two lessons
School · Culture · Shopping · Going out · Transportation · Everyday life · Rural life · Food and drink · Dining · Communication
Lessons :
Introductory · Level one · Level two · Level three · Level four
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# French/Lessons/Modern France

* Vacations
* Work
* Health
* Money
* Youth
* Adolescence
* Historical France
* Revolutionary France
* Modern France
* Current events
Lessons · Vocabulary · Grammar · Appendices · Texts

## Grammar · Past conditional

The past conditional is fairly simple to form. It is used to express what you would have done if a certain condition had been met. (I would have gone to school.)
To form the past conditional, you put the auxiliary verb into the conditional and add the past participle of the verb:
    [[wikt:Je serais allé(e) à l'école, mais j'étais malade.|Je serais allé(e) à l'école, mais j'étais malade.]]

## Grammar · Superlative

    le/la/les + plus/moins + un adjectif
    le/la/les + meilleur(e)(s)/mieux/pire

## Exercises

← Revolutionary France ·  Level three lessons  · Current events →
Vacations · Work · Health · Money · Youth · Adolescence · Historical France · Revolutionary France · Modern France · Current events
Lessons :
Introductory · Level one · Level two · Level three · Level four
French :
Lessons · Vocabulary · Grammar · Appendices · Texts
# LPI Linux Certification/Operating The Linux File System
## Detailed Objective (203.1)

(LPIC-2 Version 4.5)
Weight: 4
Description: Candidates should be able to properly configure and navigate the standard Linux filesystem. This objective includes configuring and mounting various filesystem types.
Key Knowledge Areas:
* The concept of the fstab configuration.
* Tools and utilities for handling swap partitions and files.
* Use of UUIDs for identifying and mounting file systems
* Understanding of systemd mount units
Terms and Utilities:
* /etc/fstab
* /etc/mtab
* /proc/mounts
* mount and umount
* blkid
* sync
* swapon
* swapoff

### Mounting and umounting partition

To access an existing partition you need to mount it first using the mount command.
For example if you want to mount a ntfs partition on /mnt/windows you should issue the following command:
Of course you need to change hda3 with your ntfs partition.
To umount a partition you simply need to use umount
or
If you use mount without arguments it will print the currently mounted devices, you can also see /proc/mounts and /etc/mtab to discover which partition are currently mounted.

### Fstab

If you want to use a more automatic method to mount filesystem you should edit /etc/fstab
In the above example of /etc/fstab we have the ntfs partition mounted automatically during the system boot on /mnt/windows, while on the cdrom and floppy devices we have specified the noauto and user options, this means that they aren't mounted during boot but also that any user can mount it whenever they need. The sixth field should be 1 for root filesystem and 2 for other fs that need to be checked with fsck during boot.

### Swap

The swap partition can be used as virtual memory, to create a swap partition you should use mkswap
and need to be activated with swapon
you can also deactivate it with swapoff

### Sync

The sync utility can be used to force the change onto the partition, modern filesystem like ext3 or reiserfs sync the partition every time that a change is made so you don't need to issue the command manually.
# LPI Linux Certification/Managing E-Mail Delivery
## Detailed Objectives (211.2)

(LPIC-2 Version 4.5)
Weight: 2
Description: Candidates should be able to implement client e-mail management software to filter, sort and monitor incoming user e-mail.
Key Knowledge Areas:
* Understanding of Sieve functionality, syntax and operators
* Use Sieve to filter and sort mail with respect to sender, recipient(s), headers and size
* Awareness of procmail
Terms and Utilities:
* Conditions and comparison operators
* keep, fileinto, redirect, reject, discard, stop
* Dovecot vacation extension
# LPI Linux Certification/Measure and Troubleshoot Resource Usage
## Detailed Objectives (200.1)

(LPIC-2 Version 4.5)
Weight: 6
Description: Candidates should be able to measure hardware resource and network bandwidth, identify and troubleshoot resource problems.
Key Knowledge Areas:
* Measure CPU usage
* Measure memory usage
* Measure disk I/O
* Measure network I/O
* Measure firewalling and routing throughput
* Map client bandwidth usage
* Match / correlate system symptoms with likely problems
* Estimate throughput and identify bottlenecks in a system including networking
The following is a partial list of the used files, terms and utilities:
* iostat
* netstat
* w
* top
* sar
* processes blocked on I/O
* blocks out
* vmstat
* pstree, ps
* lsof
* uptime
* swap
* blocks in
# LPI Linux Certification/Managing Remote E-Mail Delivery
## Detailed Objectives (211.3)

(LPIC-2 Version 4.5)
Weight: 2
Description: Candidates should be able to install and configure POP and IMAP daemons.
Key Knowledge Areas:
* Dovecot IMAP and POP3 configuration and administration
* Basic TLS configuration for Dovecot
* Awareness of Courier
Terms and Utilities:
* /etc/dovecot/
* dovecot.conf
* doveconf
* doveadm
# LPI Linux Certification/Modify Process Execution Priorities
## Detailed Objectives

(LPIC-1 Version 5.0)
Weight: 2
Description:
Candidates should be able to manage process execution priorities.
Key Knowledge Areas:
* Know the default priority of a job that is created.
* Run a program with higher or lower priority than the default.
* Change the priority of a running process.
The following is a partial list of the used files, terms and utilities:
* nice
* ps
* renice
* top

## Priorities

To start a command with an adjusted priority, use nice.
The program nice changes the base time quantum of the scheduler. This means it informs the scheduler of how important a process is, which is used as a guide to how much CPU time to give it.
For example, if you wanted to perform another task (such as listening to music) while ripping another CD, you could use the following:
Were you listening to music, you would not get any “hops” in the music playback, as the scheduler “knows” the oggenc process is less important.
The values can go from -19 (highest priority) to +20 (lowest priority). The default value is 0. Only root can set a value below zero. To modify the priority of a running program, use renice.

## Exercises

* Exercises results
* Which user and root processes are using most of the memory?
* Same start as 2), but make the print out stop for 3[s] and to continue for 1[s] repeatedly.
* Make a shell script to renice all processes called apache to a value of 19.
* Do a print from ps formatted as: “username”, “command”, “nice value”
* Kill all the processes called “bash” that are owned by user polto.
* Open two terminals. In one terminal type the following, and from the other terminal see that you can stop and continue the print out:
# LPI Linux Certification/Notify users on system-related issues
## Detailed Objectives (206.3)

(LPIC-2 Version 4.5)
Weight: 1
Description: Candidates should be able to notify the users about current issues related to the system.
Key Knowledge Areas:
* Automate communication with users through logon messages
* Inform active users of system maintenance
Terms and Utilities:
* /etc/issue
* /etc/issue.net
* /etc/motd
* wall
* /sbin/shutdown
* systemctl
# Knowledge Engineering for Historians

This book is on knowledge engineering for historians.

## Contents

* Preface
* Introduction
* Primer
* Modelling Historical Knowledge
* Advanced Topics
* Bibliography

### Links

This is a wiki textbook -- feel free to edit it, update it, correct it, and otherwise increase its teaching potential. To find out more about wikis, see the Wikipedia main page.
# Knowledge Building/How to use Knowledge Forum?

Knowledge Forum is an electronic group workspace designed to support the process of knowledge building. With Knowledge Forum, any number of individuals and groups can share information, launch collaborative investigations, and build networks of new ideas together. Company that has Knowledge Forum is for instance http://www.learn.motion.com/products/kf/index.html
Here are some resource pages related to how to use Knowledge Forum:

## Practical help

* Knowledge Forum 4.8 Lite Help - Table of Contents
* Screencast examples: http://ikit.org/kf/48/help/mov/three_modes.mov

## The scaffolds

* What are the scaffolds and why should you use them?

## FAQ

* Can I edit my own comments after they have been published?
# Knowledge Engineering for Historians/Introduction

Introduction | Knowledge Engineering — A Primer | Modelling Historical Knowledge | Advanced Topics

## Introduction

This wikibook is about how historians can leverage the technical contributions that the discipline of Knowledge Engineering has made to modern research in their own work.

### How We Got Here

* historians are trying to take advantages of the technologies that computers have, but they have no money to fund any research
* the Internet and its search engines are a great help
* in the early 80s, in the heyday's of AI, it looked like expert systems would be the way to go, but then the AI winter hit before the historians could really learn how to build or use them
* the "Let's use Databases!" movement fizzled in the late 90s because it was not immediately obvious how to address the issues of semantics underlying the coding of the data
* with OWL, the knowledge engineering is getting back into the swing of things
* ontologies such as the Council of Museum's conceptual reference model indicate that the time has come to learn this valuable tool
* one history ontology is already available, embedded in VICODI, see also the paper by Richard Deswarte and Jan Ooesthook on their experience contributing to this effort, the ontology itself

### Where we are going to go

* in the primer, we are going to
** find out what the fundamental benefits derivable from knowledge engineering are
** get an idea of what the various (freely) available tools offer
* in the basic round, we are going to
** model some fundamental facts that historians need all the time
** model some intermediate concepts, like sources and point of view
* in the advanced round, we are going to
** model more difficult stuff, like temporal projections
** consider modelling problems that involve shifting the resolution of the knowledge we are reasoning over
# Knowledge Building
## What is Knowledge Building

The Knowledge Building (KB) theory was created and developed by Carl Bereiter and Marlene Scardamalia for describing what a community of learners needs to accomplish in order to create knowledge. The theory addresses the need to educate people for the knowledge age society, in which knowledge and innovation are pervasive.

## The Knowledge Building principles

Epistemic agency
* Epistemic agency requires that the students themselves “deal with problems of goals, motivation, evaluation, and long-range planning that are normally left to teachers or managers.” The teacher has to turn high-level control over to the students. Students are building knowledge without the teacher directing them.
Democratization of Knowledge
* All students should feel successful and get a sense of themselves as someone who can participate in Knowledge Building. Can you combine equal participation with engagement from everyone? Often some students would like to talk than others. To what degree should the teacher regulate it or not in the classroom?

## See also

* Knowledge building in the classroom
* Metadiscourse
* The Knowledge Building teacher
* How to use Knowledge Forum?

## Resource pages and examples

* http://ikit.org/kb_examples/
** International collaboration: http://kbip.fse.ulaval.ca/
* How to use Knowledge Forum?

### Sources

* Teo, Chew Lee (2012). Conceptual shifts within problem spaces as a function of years of knowledge building experience. Toronto: Ontario Institute for Studies in Education, University of Toronto. PHD-Thesis
# History of Islam/Modern period/Saudi Arabia
## Saudi Arabia

In 1902 at the age of only 22, Abdul Aziz Ibn Saud conquered Riyadh, the Al-Saud dynasty's ancestral capital, from the rival Al-Rashid family. Continuing his conquests, Abdul Aziz subdued Al-Hasa, Al-Qatif, the rest of Nejd, and Hejaz between 1913 and 1926. On 8 January 1926 Abdul Aziz bin Saud became the King of Hejaz. On 29 January 1927 he took the title King of Nejd (his previous Nejdi title was Sultan). By the Treaty of Jedda, signed on 20 May 1927, the United Kingdom recognized the independence of Abdul Aziz's realm, then known as the Kingdom of Nejd and Hejaz. In 1932, the principal regions of Al-Hasa, Qatif, Nejd and Hejaz were unified to form the Kingdom of Saudi Arabia.
Abdul Aziz's military and political successes were not mirrored economically until vast reserves of oil were discovered in March 1938. Development programmes, which were delayed due to the onset of the Second World War in 1939, began in earnest in 1946 and by 1949 production was in full swing. Oil has provided Saudi Arabia with economic prosperity and a great deal of leverage in the international community.
Prior to his death in 1953 Abdul Aziz, aware of the difficulties facing other regional absolute rulers reliant on extended family networks, attempted to regulate the succession.
Saud succeeded to the throne on his father's death in 1953. However, by the early 1960s the Kingdom was in jeopardy due to Saud's economic mismanagement and failure to deal effectively with a regional challenge from Egyptian president Gamal Abdel Nasser. As a consequence Saud was deposed in favour of Faisal in 1964.
Intra-family rivalry was one of the factors that led to the assassination of Faisal by his nephew, Prince Faisal bin Musa'id, in 1975. He was succeeded by King Khalid until 1982 and then by King Fahd. When Fahd died in 2005, his half-brother Abdullah ascended to the throne.
# History of Kosovo/Independence

The separation of Kosovo is politically of a different nature to the other states which broke away from Yugoslavia, as Kosovo did not possess the republic status. Nevertheless, due to the apartheid of 90's and atrocities committed by Yugoslav forces followed by expulsion of roughly one million Kosovar Albanians NATO Alliance started "Operation Allied Force" lasting 78 days and resulting in adoption of UN Security Council Resolution 1244 which placed Kosovo under UN administration. Kosovo it is thus considered as "sui generis" (unique) case affecting no other disputed territory in the world.