OpenLLM-France/wikimedia huggingface dataset:
# Perl Programming/Keywords/chomp
## The chomp keyword

chomp is the safer version of chop that removes any trailing strings that corresponds to the current value of $/, which is also known as the $INPUT_RECORD_SEPARATOR in the English module, and returns the total number of characters removed from all arguments. In paragraph mode ($/ = "" ), all trailing newlines from the string are removed. In slurp mode ($/ = undef) or fixed-length record mode ($/ is a reference to an integer or the like) chomp will not remove anything. If VARIABLE is omitted, it chomps $_. If VARIABLE is a hash, it chomps the values of the hash and not its keys, and resets the each iterator.
# Perl Programming/Keywords/chr
## The chr keyword

chr returns the character specified with NUMBER. Negative values give the Unicode replacement character (chr(0xfffd)) as long as the bytes pragma is not selected. In that case, the low eight bits of the value truncated to an integer are used.
Without NUMBER, the contents of $_ are used.
chr is the reverse of ord.

### See also

* ord
# Perl Programming/Keywords/chmod
## The chmod keyword

chmod changes the permissions of a LIST of files. The first LIST element must be numeric and should be an octal number, like 0755 chmod returns the number of files successfully changed.
If the operating system supports fchmod(2), a FILEHANDLE can also be part of the list. If this is not the case, an exception is raised.
# Perl Programming/Keywords/chop
## The chop keyword

The chop function chops off the last character of a string and returns it. It is much more efficient than s/.$//s, as it neither scans nor copies the string. Without VARIABLE, it chops $_. If VARIABLE is a hash, it chops the hash's values, not its keys, and resets the each iterator in the process.
If a list is chopped, each element is chopped off, but only the value of the last chop is returned. Note that chop returns the last character. To return all but the last character, substr($string, 0, -1) should be used.
# Perl Programming/Keywords/break
## The break keyword

The break command breaks out of a given block. As this keyword is enabled by the switch feature, a use 5.10; is needed.

### See also

* next
# Perl Programming/Keywords/chroot
## The chroot keyword

chroot works like the same system call on UNIX, by changing root directory for all pathnames that start with a / and all of its children to FILENAME. This system call can only be run by the superuser. Without FILENAME, the contents of $_ are used.
# Programming HP Calculators/Variables

Real variables are the letters A through Z, plus θ (Greek lowercase theta). They act just like regular numbers stored in the calculator.
# Programming Language Concepts Using C and C++
## Table of Chapters

* Language Processors
* Data Level Structure
* Control Level Structure
* Program Level Structure
* Introduction to Programming in C
* Emulating Object-Based Programming Using C
* Dynamic Memory Management in C
* Emulating Generic Containers Using C
* Emulating Exception Handling Using C
* Emulating Object Orientation Using C
* Introduction to Programming in C++
* Object-Based Programming in C++
* Exception Handling in C++
* Object Orientation and Inheritance in C++
* Parameterized Types in C++
# Scriptapedia/Transferring Group Ownership from One Image to Another
## Transferring Group Ownership from One Image to Another

This script is used to accomplish three objectives after the first GMB session: (1) to show the group the way in which insights and structures from the first session were incorporated into the simulation model, (2) to “get permission” from the group to continue the modeling work starting with the new structural diagram, and (3) to move from a complex diagram created in a structure elicitation activity to a simpler and cleaner version created by the modeler/reflector.

### Status:

Best practices

### Primary nature of group task:

Convergent

### Time:

Preparation time: 30 minutes
Time required during session: 25 minutes
Time required for follow-up: 0 minutes

### Materials

* Copies of original diagrams and models to be projected
* Copies of new simulation model to be projected
* Data projector

### Inputs:

* Notes
* Diagrams
* Reference modes
* Products from previous GMB sessions

### Outputs:

None

### Roles

* Facilitator
* Modeler/reflector

### Steps

* The activity starts by projecting the different diagrams (i.e. boundary objects) to be compared, including the final boundary object of the group theory from the first modeling session and the simulation model formulated between the two sessions.
* A member of the facilitation team explains to the group how different components of the two diagrams created in the first session were incorporated into the simulation model.
* The presentation includes amplifications of the main sectors of the model to make comparisons among the three diagrams easier. The modeling team comments and shows some of the basic assumptions and formulations in the model to the group.
* At the end of the presentation, the facilitator “asks the group’s permission” for using the new boundary object as the basis for further theory development.
* Once the group agrees on the appropriateness of this new boundary object, the two images from the first modeling session are taken away, and the conversation becomes focused on the simulation model.

### Evaluation Criteria:

* Participants understand the changes from one model to a more complex simulation model produced by the modeling team
* Participants take ownership of the more complex simulation model

### Authors

Andersen and Richardson

### History

Documented by Annaliese Calhoun, June 18, 2010 based on Luna-Reyes et al. (2006).

### Revisions

None

### References

Luna-Reyes, L. F., Martinez-Moyano, I. J., Pardo, T. A., Cresswell, A. M., Andersen, D. F., & Richardson, G. P. (2006). Anatomy of a group model-building intervention: Building dynamic theory from case study research. System Dynamics Review, 22(4), 291-320.

### Notes

This script based entirely on Luna-Reyes, et al.’s article.
# Scriptapedia/Water Glass Demonstration of Stocks and Flows
## Water Glass Demonstration of Stocks and Flows

<Brief description of context and purpose of script>

### Status:

<Status of script, e.g., best practice, promising practice, or under development>

### Primary nature of group task:

<Divergent, Convergent, Presentation, Evaluation>

### Time:

Preparation time: <time to prepare> minutes
Time required during session: <time required during the session> minutes
Follow-up time: <time required for follow-up work> minutes

### Materials needed:

* <first item needed>
* <second item needed>
* <third item needed>

### Inputs:

<Inputs required from other scripts>

### Outputs:

<outputs produced by this script>

### Roles:

* <first role needed>
* <second role needed>
* <third role needed>

### Steps:

* Step 1
* Step 2
** Substep 1
** Substep 2
* Step 3

### Evaluation Criteria:

<How would one know that this the script is working?>

### Authors:

<Who created the script, e.g., the small group exercise (not the person who documented the script).>

### History:

<What is the history of the script?>

### Revisions:

<What revisions have made to the script over the years>

### References:

<Full references to literature cited in the documentation of the literature>

### Notes:

<Any notes on variations or tips for using the script>
# Scriptapedia/Using Wikibooks Tools and Resources
### Online Resources

* Using WikiBooks Using Wikibooks
* WikiMarkup has specific information on the WikiBooks markup language. This provides a quick guide for understanding special formatting commands.
# Scriptapedia/Versions (different languages)

Scriptapedia is available in two languages:
* English
* 中文 (Chinese)
The Chinese language version was developed at the Social Systems Design Lab in 2016 and is still under revision.
# Scriptapedia/Uses, Misuses and Misunderstanding of GMB Scripts
### Uses of Scripts

* To design a behavioral protocol for small group exercises in GMB workshops
** The protocols can then be compared to what actually happened as a way to assess fidelity.
* To use as a teaching tool in GMB
* To document what happened in a small group process

### Misuses and Misunderstandings of Scripts (Hovmand et. al., 2011)

* Practitioners following scripts mechanistically
** Response: Scripts are not a substitute for the non-specific effects of the “right attitude”
* Scripts are too reductionistic and take the art out of GMB
** Response 1: Reducing discretion is precisely the point; discretion and improvisation “cuts both ways”
** Response 2: There is still a lot of room for professional judgment and improvisation (going off script only makes sense if you have a script)
* Practitioners failing to adapt to local contexts, expectations, etc.

## References

Hovmand, P., Rouwette, E. A. J. A., Andersen, D. F., Richardson, G. P., Calhoun, A., Rux, K., & Hower, T. (2011). Scriptapedia: a handbook of scripts for developing structured group model building sessions.
# Scriptapedia/Validity of models

Literature suggests that there are ways to evaluate the model(s) constructed from the group modelling session(s). There many ways to evaluate validity in qualitative inquiry, based on the lens chosen: the researcher's, the participants' or external parties' and the paradigm adopted: positivist, constructivist or critical (Creswell & Miller, 2000).
Validity Procedures Within Qualitative Lens and Paradigm Assumptions
| Lens | Postpositivist or Systematic Paradigm | Constructivist Paradigm | Critical Paradigm |
| Lens of the Researcher | Triangulation | Disconfirming evidence | Researcher reflexivity |
| Lens of Study Participants | Member checking | Prolonged engagement in the field | Collaboration |
| Lens of People External to the Study (Reviewers, Readers) | The audit trail | Thick, rich description | Peer debriefing |
Another useful way to consider effectiveness is to evaluate reaction; insight; commitment and behavior; communication; fostering common language; building consensus or mental model alignment; system changes, results, and further use of modeling. Andersen, Richardson & Vennix (1997) also highlighted that models can be evaluated according to how replicable, cumulative, refutable and how much it met its intended outcomes. Though not necessarily evaluating validity, these factors can provide insight to modelers. The "structural" approach is an emerging method to evaluating the potential usefulness of models (Wright & Wallis, 2019) based on multiple streams of research showing that individuals and groups with more structured knowledge are better able to understand their situations and take effective action to reach their goals.
References:
Andersen, D. F., Richardson, G. P., & Vennix, J. A. (1997). Group model building: adding more science to the craft. System dynamics review, 13(2), 187-201.
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130.
Rouwette, E. A., Vennix, J. A., & Mullekom, T. V. (2002). Group model building effectiveness: a review of assessment studies. System Dynamics Review, 18(1), 5-45.
Wright, B., Wallis, S. (2019). Practical Mapping for Applied Research and Program Evaluation. Sage Publications. ISBN 9781544323343.
# Project Management/PMBOK/Resource Management

Resource management is the management of the resources of the establishment.
# Project Management/PRINCE2/Controlling a Stage

| PRINCE2 | Pre-Project | Initiation stage | Delivery stages (usually multiple) | Final stage |
| Directing | Starting Up a Project (SU) | Directing a Project (DP) | Directing a Project (DP) | Directing a Project (DP) |
| Managing | Starting Up a Project (SU) | Managing a Stage Boundary (SB) | Managing a Stage Boundary (SB) | Closing a Project (CP) |
| Managing | | Initiating a Project (IP) | Controlling a Stage (CS) | Controlling a Stage (CS) |
| Delivering | | | Managing Product Delivery (MP) | Managing Product Delivery (MP) |
Left to right represents time. Top to bottom represents decreasing decision-making power.
Projects under PRINCE2 are divided into stages, which are logical parts of projects each of which are completed before the next can begin. Controlling a Stage deals with the inputs and outputs of a single stage: construction/receival and issuing of work packages; tracking and reporting progress through the stage; and capturing and acting on issues.
The key activities of this process are explained below.
# Project Management/PRINCE2/Glossary

| PRINCE2 | Pre-Project | Initiation stage | Delivery stages (usually multiple) | Final stage |
| Directing | Starting Up a Project (SU) | Directing a Project (DP) | Directing a Project (DP) | Directing a Project (DP) |
| Managing | Starting Up a Project (SU) | Managing a Stage Boundary (SB) | Managing a Stage Boundary (SB) | Closing a Project (CP) |
| Managing | | Initiating a Project (IP) | Controlling a Stage (CS) | Controlling a Stage (CS) |
| Delivering | | | Managing Product Delivery (MP) | Managing Product Delivery (MP) |
Left to right represents time. Top to bottom represents decreasing decision-making power.

## Product

    An input or output that is created from a Product Description. A product can be tested, and may be tangible or intangible.

## Product Description

    The description of a product, defining its characteristics, purpose, and quality criteria. Produced as soon as a requirement for a product is agreed upon.
# Project Management/PRINCE2

PRINCE2 has seven principles of project management:
* continued business justification
* learn from experience
* define roles and responsibilities
* manage by stages
* manage by exception
* focus on products
* tailor to suit the project environment
And seven themes:
* business case
* organization
* quality
* plans
* risk
* change
* progress
These principles and themes are encapsulated in the seven processes (which form the basis from which this book shall examine PRINCE2):
| PRINCE2 | Pre-Project | Initiation stage | Delivery stages (usually multiple) | Final stage |
| Directing | Starting Up a Project (SU) | Directing a Project (DP) | Directing a Project (DP) | Directing a Project (DP) |
| Managing | Starting Up a Project (SU) | Managing a Stage Boundary (SB) | Managing a Stage Boundary (SB) | Closing a Project (CP) |
| Managing | | Initiating a Project (IP) | Controlling a Stage (CS) | Controlling a Stage (CS) |
| Delivering | | | Managing Product Delivery (MP) | Managing Product Delivery (MP) |
Left to right represents time. Top to bottom represents decreasing decision-making power.
See also the PRINCE2 Glossary. Terms throughout the above pages are linked to this wherever required.
# Project Management/PRINCE2/Initiating a Project

| PRINCE2 | Pre-Project | Initiation stage | Delivery stages (usually multiple) | Final stage |
| Directing | Starting Up a Project (SU) | Directing a Project (DP) | Directing a Project (DP) | Directing a Project (DP) |
| Managing | Starting Up a Project (SU) | Managing a Stage Boundary (SB) | Managing a Stage Boundary (SB) | Closing a Project (CP) |
| Managing | | Initiating a Project (IP) | Controlling a Stage (CS) | Controlling a Stage (CS) |
| Delivering | | | Managing Product Delivery (MP) | Managing Product Delivery (MP) |
Left to right represents time. Top to bottom represents decreasing decision-making power.
Initiating a project creates the following products:

## Project Initiation Documentation

    Includes the following products (some of which are carried over and finalised from their initial forms that were created in the Starting Up a Project stage): Project Definition; Business Case; Role descriptions; Configuration Management Strategy; Risk Management Strategy; Communication Management Strategy; Project Plan.

## Configuration Item Records

    All of the preceeding products have a Configuration Item Record created for them. These live in the Configuration Library.
# Project Management/PMBOK/Procurement Management

These include the processes that purchase or acquire products, services or results, as well as contract management processes.

#### Procurement Management Processes

* Plan Purchase and Acquisitions
* Plan Contracting
* Request Seller Responses
* Select Sellers
* Contract Administration
* Contract Closure
# Quechua/A1/Lesson 1

It is not expected that you'll be able to pronounce Quechua correctly just from reading the last lesson, however as you complete the next lessons it is suggested that you keep going back to the first lesson as a reference. This will hopefully help you internalise the rules.

## Conversation

Following is a possible basic conversation in Quechua:
    Antuku: Yaw! Wawqiy! Mayman richkanki?
    Joe: Wasiyman richkani. Qanri?
    Antuku: Qhatuman richkani. Tupananchiskama!
    Joe: Ratukama.
Translation:
    Antuku: Hey! Brother! Where are (you) going?
    Joe: (I) am going to my house. And you?
    Antuku: (I) am going to the market. 'Till we meet again!
    Joe: See you later.

## Grammar

As you can see in the conversation, the verb form "richkanki" is for second-person singular and "richkani" for first-person.
Here we will give an overview of all persons (yachachiy = to teach):
| | Singular | Plural |
| First | yachachini | yachachinchis (inclusive) yachachiniku (exclusive) |
| Second | yachachinki | yachachinkichis |
| Third | yachachin | yachachinku |
These are the personal pronouns.
| | Singular | Plural |
| First | Ñuqa | Ñuqanchik (inclusive) Ñuqayku (exclusive) |
| Second | Qam | Qamkuna |
| Third | Pay | Paykuna |
# Quechua/WordEnQu/Alpha

| English | Quechua |
| Eight | Pusaq |
| Eighteen | Chunka pusaqniyuq |
| Eleven | Chunka hukniyuq |
| Fifteen | Chunka pisqayuq |
| Fifty | Pisqa chunka |
| Five | Pisqa |
| Forty | Tawa chunka |
| Four | Tawa |
| Fourteen | Chunka tawayuq |
| Nine | Isqun |
| Nineteen | Chunka isqunniyuq |
| One | Huk |
| Seven | Qanchis |
| Seventeen | Chunka qanchisniyuq |
| Seventy | Qanchis chunka |
| Six | Suqta |
| Sixteen | Chunka suqtayuq |
| Sixty | Suqta chunka |
| Ten | Chunka |
| Thirteen | Chunka kinsayuq |
| Thirty | Kinsa chunka |
| Three | Kinsa |
| Twelve | Chunka iskayniyuq |
| Twenty | Iskay Chunka |
| Two | Iskay |
| Zero | Ch'usaq |
# Quechua/WordEnQu/Cat

Quechua
English to Quechua Wordlists - Alphabetical List | Categorical List
* Numbers - Yupakuna
* Colours - Llimpikuna
* Days - P'unchaykuna
* Months - Killakuna
* Seasons - Mit'akuna
* Verbs - Rimachina
# Quechua/Pronunciation

This Module is part of the Quechua wikibook
Because Quechua was only recently transcribed into a Latin alphabet, it does not suffer from non-phonetic spellings like English; instead, what you see is what you say. In this course we will use the Quechua writing system as approved by the Peruvian government in 1985.

## Vowels

There are only three vowel phonemes in Quechua: /i/ (front close unrounded), /a/ (central open unrounded), /u/ (back close rounded), forming a triangular system with two degrees of openness (open and close). In contrast, Spanish has a 5-vowel triangular system (i, e, a, o, u), with three degrees of openness (open, mid and close).
Note this means that e and o are phonemic in Spanish but not in Quechua where they are merely allophonic variants of /i/ and /u/; this is because those vowels contrast and distinguish words in Spanish, so in Spanish it makes sense to spell them differently, but this is not true for Quechua, where the choice of [i]/[e] and of [u]/[o] is determined purely by the phonetic environment in which the phonemes /i/ and /u/ appear and not by meaning.
Strange as it may seem to Westerners to have so few vowels and to not distinguish e and o as independent vowels, Quechua vowel system is far from rare or unique, as several other languages from different parts of the world, such as Classical Arabic and Inuktitut, feature analogous 3-vowel systems.
| Phoneme | Spelling | Sound | Sound | Sound | Example | Audio |
| Phoneme | Spelling | IPA | X-SAMPA | Similar to English | Example | Audio |
| /a/ | a | [a] [ɑ] (*) | [a] [A] (*) | ah; a as in father o as in (American) hot | akupana (sunset) qatiq (descendant) | listen (help·info) |
| /i/ | i | [i] [e] (*) | [i] [e] (*) | ee, as in bee e as in met | isanka (basket) qatiq (descendant) |
| /u/ | u | [u] [o] (*) | [u] [o] (*) | oo as in boot aw as in saw | trawu (alcohol) waylluq (lover) |
| (*) When in the vicinity of uvular consonants (q, q', qh) ||||||

## Consonants

Most Quechuan consonants are similar to their English counterparts, however some people may have trouble with glottal stops.
| IPA | X-SAMPA | Sound | English | Quechua | Example | Translation |
| p | p | p | p, as in pot | p | Puka | Red |
| t | t | t | t, as in stamp | t | Taki | Song |
| tʃ | tS | ch | ch, as in chat | ch | Machu | Old |
| k | k | k | k, as in king | k | Mallki Mallki | Forest |
| s | s | s | s, as in sit | s | Sunqu | Heart |
| q | q | similar to a k but further down the throat | (no English equivalent) | q | Qillqay | To write |
| h | h | h | h, as in hug | h | Harawi | Poem |
| m | m | m | m, as in mate | m | K'allma | Branch |
| n | n | n | n, as in band | n | Manka | Pot |
| ɲ | J | similar to ny | ny, as in canyon | ñ | Ñaqch'a | Comb |
| l | l | l | l, as in live | l | Lawa | Soup |
| ʎ | L | similar to ly | lli, as in million | ll | Llank'a | Job |
| r | r | r | | r | Rap'a | Page |
| w | w | w | w, as in wing | w | Wanp'u | Boat |
| j | j | y | y, as in yes | y | Yaykuy | To get up |
For loanwords, Quechua can use b,c (as in jam), d, f, g, x (as in khan) and z (as in throw).
# Quechua/WordEnQu/Cat/Days

This Module is part of the Quechua wikibook
| English | Quechua |
| Monday | Killachaw |
| Tuesday | Atipachaw |
| Wednesday | Quyllurchaw |
| Thursday | Illapachaw |
| Friday | Ch'askachaw |
| Saturday | K'uychichaw |
| Sunday | Intichaw |
# Quechua/WordEnQu/Cat/Months

This Module is part of the Quechua wikibook
| English | Quechua |
| January | Iniru |
| February | Hiwriru |
| March | Marsu |
| April | Awril |
| June | Hunyu |
| July | Hulyu |
| August | Awgustu |
| September | Sitimwri |
| October | Uktuwri |
| November | Nuwimwri |
| December | Disimwri |
Sources Cited
# Quechua/WordEnQu

Quechua Wordlists - English to Quechua | Quechua to English
* Alphabetically
* Categorically
# Quechua/WordEnQu/Cat/Colours

This Module is part of the Quechua wikibook
| English | Quechua |
| White | Yurah |
| Black | Yana |
| Grey | Ch'ihchu |
| Red | Puka |
| Blue | Anqas |
| Green | Q'omer |
| Yellow | Q'ellu |
| Purple | Kulli, Sani |
| Orange | Willapi |
Sources Cited
# Quechua/WordEnQu/Cat/Numbers

| English | Number | Quechua |
| Zero | 0 | Ch'usaq |
| One | 1 | Huk |
| Two | 2 | Iskay |
| Three | 3 | Kinsa |
| Four | 4 | Tawa |
| Five | 5 | Pisqa |
| Six | 6 | Suqta |
| Seven | 7 | Qanchis |
| Eight | 8 | Pusaq |
| Nine | 9 | Isqun |
| Ten | 10 | Chunka |
| Eleven | 11 | Chunka hukniyuq |
| Twelve | 12 | Chunka iskayniyuq |
| Thirteen | 13 | Chunka kinsayuq |
| Fourteen | 14 | Chunka tawayuq |
| Fifteen | 15 | Chunka pisqayuq |
| Sixteen | 16 | Chunka suqtayuq |
| Seventeen | 17 | Chunka qanchisniyuq |
| Eighteen | 18 | Chunka pusaqniyuq |
| Nineteen | 19 | Chunka isqunniyuq |
| Twenty | 20 | Iskay Chunka |
| Twenty One | 21 | Iskay chunka hukniyuq |
| Thirty | 30 | Kinsa chunka |
| Forty | 40 | Tawa chunka |
| Fifty | 50 | Pisqa chunka |
| Sixty | 60 | Suqta chunka |
| Seventy | 70 | Qanchis chunka |
| Eighty | 80 | Pusaq chunka |
| Ninety | 90 | Isqun chunka |
| One Hundred | 100 | Pachak |
| One Hundred and One | 101 | Pachak hukniyuq |
| Two Hundred | 200 | Iskay pachak |
| One Thousand | 1 000 | Waranqa |
| One Thousand and One | 1 001 | Waranqa huqniyuq |
| Two Thousand | 2 000 | Iskay waranqa |
| One million | 1 000 000 | Hunu |
# Quechua/WordEnQu/Cat/Seasons

This Module is part of the Quechua wikibook
| English | Quechua |
| Summer | Ch'akipacha |
| Autumn | Puquypacha |
| Winter | Chiripacha |
| Spring | Chiwapacha |
Sources Cited
# Seed Factories/Inputs

Operating Inputs