OpenLLM-France/wikimedia huggingface dataset:
# Wampanoag/Of the Adverbs

An Adverb is a word that attendeth upon the Verb, and signifieth the quality of the action, by Extension, Diminution, Rectitude, Curvation, Duration, Cessation, etc. according to the various qualities of all sorts of actions.
Adverbs do usually end in (|e| or |u|), as |wame| or |wamu|, (All): |Menuhke| or |Menuhku|, (Strongly).
The several sorts of Adverbs (according as Learned Grammarians have gathered them together) are
1. Of time. |Yeuyeu|, {Now}. |Wunnonkou|, {Yesterday}. |Saup|, {Tomorrow}. |Ahquompak|, {When}. |Paswu|, {Lately}. |Nôadtuk|, {A long time}. |Teanuk|, {Presently}. |Kuttumma|, {Very lately}.
2. Of place. |Uttiyeu|, {Where}. |Naut|, {There}. |Anomut|, {Within}. |Woskeche|, {Without}. |Onkoue|, {Beyond.} |Negonnu|, {First}. |Wuttát|, {Behind.}
3. Of order. |Negonnu|, {First}. |Nahohtôeu|, {Second.} |Nishwu|, {Third}, &c.
4. Of Asking. |Sun|, |Sunnummatta|; {Is it?} or {Is it not?} |Tohwutch|, {Why.}
5. Of Calling. |Hoh|. |Chuh|.
6. Affirming. |Nux|, {Yea}. |Wunnamuhkut|, {Truely.}
7. Denying. |Matta|, |Matchaog|, {No}. Also |Mo| sometimes signifieth {No}. They have no Adverbs of Swearing, nor any Oath, that I can yet find: only we teach them to Swear before a Magistrate {By the great and dreadful name of the Lord}. The word we make for swearing, signifieth {to speak vehemently}.
8. Of exhorting or Encouraging. |Ehhoh|, |Hah|.
9. Of Forbidding. |Ahque|, {Beware, Do not.}
10. Of Wishing. |Woi|, |Napehnont|, {Oh that it were}, |Toh|.
11. Of Gathering together. |Moeu|, {Together}. |Yeu nogque|, {This way-ward}. |Ne nogque|, {That way-ward}. |Kesukquieu|, {Heaven-ward}. |Ohkeiyeu|, {Earth-ward.}
12. Of Choosing. |Anue|, {More rather}. |Teaogku|, {Rather, unfinished}. |Nahen|, {Almost}. |Asquam|, {not yet}.
13. Of Continuation. |Ash|, {Still.}
14. Of Shewing. |Kusseh|, {Behold.}
15. Of Doubting. |Pagwodche|, {It may be}. |Toh|, {It may be.}
16. Of Likeness. |Netatup|, {Like so}. |Nemehkuh|, {So}. |Neane|, {As.}
17. Of unexpected Hap. |Tiadche|, {Unexpectedly.}
18. Of Quality. |Wunnegen|. |Matchet|. |Waantamwe|, &c.
Of this kind are all Virtues and Vices, etc.
Adverbs are oft turned into adnouns, especially when its verb is turned into a Noun.
# Wampanoag/Of Adnouns

AN Adnoun is a part of Speech that attendeth upon a Noun, and signifieth the qualification thereof.
The Adnoun is capable of both the Animate and Inanimate forms: and it agreeth with his leading Noun, in form, number, and person.
For example: Rev. 4.4 there is Neesneechagkodtash nabo yau appuongash (Twenty-four Thrones). And Neesneechagkodtog yauog Eldersog (Twenty-four Elders). Here be two nouns of the two several forms, Animate and Inanimate; and the same Adnoun is made to agree with them both.
The Inanimate form of Adnouns end some in |i|, and some in |e|.
The Animate form in |es|, or |esu|: and those are turned into Verbs by taking the affix:
|Wompi|, {White}. |Wompiyeuash|. |M∞i|, {Black}. |M∞eseuash|. |Menuhki|, {Strong}. |Menuhkiyeuash|. |N∞chumwi|, {Weak}. |N∞chumwiyeuash|.
The same words in the Animate form:
|Wompesu|. |Wompesuog|. |M∞esu|. |M∞esuog|. |Menuhkesu|. |Menuhkesuog|. |N∞chumwesu|. |N∞chumwesuog|.
Put the affix to these, and they are Verbs.
| [p.14] NUMERALS belong unto Adnouns, and in them there is something remarkable.
From the number 5 and upward, they adde a worde suppletive, which signifieth nothing, but receiveth the Grammatical variation of the Declension, according to the things numbered, Animate or Inanimate. The Additional is (|tohsú|) or (|tahshé|), which is varied (|tohsúog|, |tohsúash|, or |tohshinash|.)
For Example:
1. |Nequt|. 2. |Neese|. 3 |Nish|. 4 |Yau|. 5 |Napanna tahshe| { |tohsuog|.
6 |Nequtta tahshe|. 7 |Nesausuk tahshe|. 8 |Shwosuk tahshe|. 9 |Paskoogun tahshe|. 10 |Piuk|. |Piukqussuog|, |Piukqussuash|.
Then from 10 to 20 they adde afore the Numeral (|nab| or |nabo|) and then it is not needful to adde the following additional, though sometimes they do it.
<261>
As for Example:
11 |Nabo nequt|. 12 |Nabo neese|. 13 |Nabo nish|. 14 |Nabo yau|. 15 |Nabo napanna|. 16 |Nabo nequtta|. 17 |Nabo nesausuk|. 18 |Nabo shwosuk|. 19 |Nabo paskoogun|. 20 |Neesneechag| { |kodtash|.
Then upwards they adde to |Neesneechag|, the single Numbers to 30, &c.
30 |Nishwinchag|. |kodtog|, |kodtash|. 40 |Nauunchag|, |kodtog|, |kodtash|. 50 |Napannatahshinchag| |kodtog|, |kodtash|. 60 |Nequtta tahshinchag| |kodtog|, |kodtash|. 70 |Nesausuk tahshinchag| |kodtog|, |kodtash|. 80 |Shwosuk tahshinchag| |kodtog|, |kodtash|. | [p.15] 90 |Paskoogun tahshinchag| |kodtog|, |kodtash|, 100 |Nequt pasuk k∞og|. |k∞ash|.
1000 |Nequt muttannonganog| { |kodtog|, } or { |kussuog|.
The Adnoun is frequently compounded with the Noun and then usually they are contracted: as
|Womposketomp|, {A white man}. |M∞sketomp|, {A black man}. |Menuhkoshketomp|, {A strong man}. |Menuhkekont|, {A strong leg}. |Qunuhtug|, of |qunni|, {long}. |Mehtug|, {Wood} or {Tree}. And this word is used for {a Pike}.
When the Noun becometh a Verb, then the Adnoun becometh an Adverb.
There is no form of comparison that I can yet finde, but degrees are expressed by a word signifying more: as |Anue menuhkesu|, {More strong}: And |Nano| {More and more}. |M∞cheke|, {Much}. |Peesik| or |Peasik|, {Small}.
E. Mayhew: Adnouns are declined like the noun substantive that it relates to.
# Wampanoag/Of the Conjunction

A Conjunction is a part of speech to join words and sentences:
# Wampanoag/Of the Pronoun

Because of the common and general use of the Pronoun to be affixed unto both Nouns, Verbs, and other parts of Speech, and that in the formation of them; therefore that is the first Part of Speech to be handled.
I shall give no other description of them but this, They are such words as do express all the persons, both singular and plural:
Personal pronouns :
| Singular | Singular | Plural | Plural |
| Wampanoag | English | Wampanoag | English |
| neen | I | neenawun (exclusive) or kenawun (inclusive) | We |
| ken | You (Thou) | kenaau | You (Ye) |
| noh or nagum | He | nahoh or nagoh | They |
Note: Roger Williams gives pronouns as Neèn (I), Keèn (you), Ewò (he), Keén ka neen (You and I).'
The first and second persons are of most use in affixing both of Nouns and Verbs, and other Parts of Speech.
The third person singular is affixed with such Syllables as these, |Wut|. |wun|. |um|. |∞|. etc. having respect to Euphonie: And sometime the third person, especially of Verbs, hath no affix.
These Pronouns, (|Neen| and |Ken|) when they are affixed, they are contracted into |Ne| and |Ke|, and varied in the Vocal or Vowel according to Euphonie, with the word it is affixed unto; as |N∞|, |K∞|, &c.
If the word unto which it is affixed begin with a Vocal, then a Consonant of a fitting sound is interposed, to couple the word and his affix with an Euphonie: as |Nut|. |kut|. |num|. |kum|, &c.
I give not Examples of these Rules, because they will be so obvious anon, when you see Nouns and Verbs affixed.
Notes on pronouns from Experience Mayhew: That the Indian pronoun is not declined, or varied, except when it is used in composition with other words or parts of speech, and then Neen (I) is varied into nut, noo, nun. Thou into kut, koo, kun, etc... So "I run" is in Indian nukquokqueem. "My son" nunnamon.
There be also other Pronouns of frequent use:
As the Interrogative of persons: sing. |Howan|. pl. |Howanig|, {Who},
The Interrogative of things: sing. |Uttiyeu|, or |tanyeu|. pl. |Uttiyeush|, {Which}.
Demonstratives Of Persons sing. |Yeuoh|, {This or that man}. |Noh|. pl. |Yeug|, {These men}. |Nag| or |neg|, {They}.
Demonstratives of things sing. Yeu (This), Ne (This). pl. |Yeush| {These}. |Nish| {These}.
Distributives: Nawhutchee (some), Monaog (many), Tohsuog? or Tohsunash (How many?)
But because these are not of use in affixing to other Parts of Speech, they may as well be reckoned among Adnouns, as some do; though there is another Schesis upon them, and they attend upon Verbs as well as Nouns.
# Wampanoag/Of Interjections

AN Interjection is a word or sound that uttereth the passion of the mind, without dependence on other words.
* Of Sorrow. |Woi|, |∞wee.|
* Of Marvelling. |Hó|, |h∞|.
* Of Disdaining. |Quah|.
* Of Encouraging. |Hah|, |Ehoh|.
There be also suppletive syllables of no signification, but for ornament of the word: as |tit|, |tin|, |tinne|; and these in way of an Elegancy, receive the affix which belongeth to the Noun or Verb following; as |nuttit|, |kuttit|, |wuttit|, |nuttin|, |kuttin|, |wuttin|, |nuttinne|, |kuttinne|, |wuttinne|.
# Training Best Practices/Involving SMEs from Project Inception to Deployment

Involving SMEs from Project Inception to Deployment
SMEs are a crucial part of the project from inception to deployment. Their input will help to shape the eventual scope, structure and content of the course. This plan details how to involve your SMEs from start to finish.

## Description:

SMEs should be involved in all stages of the project, as follows:
1. Scoping - SMEs provide valuable insight into the requirements for training and the scope of knowledge required to perform the task being covered. As you scope the project with your stakeholders, involve the SMEs to assist in defining the knowledge and skills required.
2. Project Kickoff - Ensure the SMEs are listed on the project team and their roles are explained to the stakeholders and other participants.
3. Knowledge Acquisition - The SMEs will run this part of the project, brining the content and providing the structure.
4. Storyboard through Beta Review - SMEs will participate as content reviewers.
5. QA Testing - SMEs will test deployed content to ensure proper flow.
6. Deployment - SMEs standby when the course rolls out to ensure there are no further revisions that require their input.

## Results

* Content is limited to need-to-know information
* Case studies and stories used to reinforce learning are based on true-to-life situations.
* Content is developed more rapidly as content is acquired more efficiently and SMEs can edit it directly through the wiki project page.

## Techologies Used

* PowerPoint is used to gather content and board it for review by project team.
* Wiki project page is used to gather feedback by the project team in a consolidated format. All contributors to the knowledge acquisition, development and review process can fine-tune the feedback to ensure complete and accurate content.

## Lessons Learned

* SMEs need to understand the business objective and results expected before providing their input.
* Project team roles need to be very clearly defined during the kickoff meeting so team members provide the appropriate type of feedback. You don't want your SMEs spending their time on copy-edit review.
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# Training Best Practices/Leveraging SMEs as Full Time employees
## Fulltime SMEs vs Technical Trainers – Why and How

Performance Improvement focus drives need for full time SMEs Alignment of SME role with career path To affectively address the cultural and technical challenges within each discipline top performing SMEs with credibility within the disciplines were needed to staff the core team. For Performance Improvement in HPT model part time SMEs would not suffice Existing career taxonomy included 7 major engineering disciplines all with unique challenges and cultural differences Align with discipline leaders to function as the board of directors (and partners) of the new organization Leadership Team Members are the managers of the HP SMEs we wanted

## Designing the right role for high performing SMEs

Discipline leadership teams and HPT organization joined with HR to develop new Career Stage Profiles and Competencies Part of new career profiles included experiences that broadened scope for senior level engineers Training had to be a component of role but to a degree that it was a plus and not the entire role Research into technical and process challenges had to be part of the role Working deeply with key line engineers on a daily basis needed to be maintained Developed the three core quadrants for the Knowledge Engineer role and ensured it mapped well to the experiences for senior engineers looking for a great challenge Make the job rotational

## Key learnings, good and bad

Invest in HPT and training development early in rotation The core learning effectiveness organization needed to be very strong to support so many untrained knowledge engineers Need proof of role as career accelerator, had to give up some team talent to prove it was good for new crop. Need to let engineers be engineers even when in an HPT organization Too much training will burn the engineer out and limit their career growth Line organizations will still fight you to keep the best of their best Some engineers cannot make the transition into the new role so be selective You can lose your top talent too soon to other organizations, other companies and other opportunities
# Training Best Practices/Mobile Learning/Podcasting
## Technologies Used

The company is experimenting with iPods and Mix Cast Live to create Podcasts for its new managers.

## Purpose

To put learners in the environment where the work will be done, using technology they are familiar with.

## An Example

Housekeeping Managers need to know how to inspect rooms once a housekeeper finishes cleaning it. We are experimenting with creating a podcast that takes the new manager through a step by step process including what they should be looking for and what has to be captured on the Room Inspection Sheet. The manager would then listen to the podcast in the guest room while following its instructions and capturing results on the Room Inspection Form.

## The Goal

Younger generations use iPods in their personal life. Our thought is that they will be more willing to listen and follow the training in the workplace using the same iPod. Also, placing them in the guestroom, they are completely immersed in their learning, enhancing memory and getting the information they need.
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# Training Best Practices/Customizing - Low Cost QRGs

Best Practice in Customizing Training - The Power of QRGs

## Title:

Creating Quick Reference Guides (QRGs) that are specific to how we use software in our environment enables us to customize our training to our specific users at a low cost.

## Description:

Because the J. Paul Getty Trust with (1,500 employees) is a complex organization, that focuses on the visual arts, conservation, humanity research, and a philanthropy, it is important that training provided to the divergent knowledge workers, is very focused on the task or function that must be achieved, while framed in with the "WIFM" (What's in it for Me) and the Why for the Business.

## Methods Used

To focus our efforts, decrease our design and deliver time, we created:
* A cheat sheet of questions to ask the Business Owner (sponsor) and the Subject Matter Expert (SME) on what success looks like, how is it used in the job, and the what is the single best way to accomplish the task.
* A Quick Reference Guide template that enable all trainers to quickly develop a core job aid. The Value of the QRG is that it really forces the trainer/instructional designer to work closely with the SME and business owner on what really needs to be accomplished.

## Results

As a result any of our trainers can create Quick Reference Guides in just a couple days.
The template for the Quick Reference Guide template forces us to answer the questions of "why" are we making this change, what policies and procedures are changing, and then what are the core steps to achieve the job.

## Techologies Used

To keep costs and cycle time down, we create the QRGs in Word.

## Lessons Learned

* Though this sounds overly simply, too often when managing a Training Department, we become enamored in the tools. When one does not have much budget, or has a very short lead time, or does not have very experienced staff, the use of templates and check list enables us to do much more, much faster.
* By using the template, we can focus on how the software is used in our environment, and enables us to spend more time understanding how it contributes to the organization, while keeping it as simple as possible.
* Remembering that many of our users find technology annoying, really keeping it simple and task focused is extremely valuable.
* A reminder is that less is more. Our QRGs also called placemats are very valued, so that if a task is not done regularly, it is easy for a user to accomplish the task.
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# Training Best Practices/Do you need one?

Training Best Practices/Do you need one?

## Title:

LMS: Do You Need one?Yas

## Description:

Nicole Vikhlyantsev has consulted on a wide variety of projects. Based on her extensive research she has found a pretty consistent formula for success in determining whether you need an LMS or not.

## Methods Used

Assess the number of customers you currently have or plan to have.
Consider what is being captured; how much effort needs to go into this? How will the results be used? How valuable is this information to the organization?

## Results

If the answer is less than five customers, you don't need an LMS. Or, maybe you need Moodle. However, if each of your customers has already spent more than one million USD, you might want to get them one anyway.

## Technologies Used

Mostly right brain stuff

## Lessons Learned

* People will get angry with you if you spend their money unnecessarily.
* Owning an LMS does not make you seem cool or sexy.
* an LMS will not solve anything. However it is a great business tool to solve problems in the hands of the competent.
* This advice is completely free
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# Training Best Practices/PowerPoint for E-Learning/Drawbacks

Limitations of PowerPoint for E-Learning
There are none.
A number of vendors of more complex, more expensive authoring tools would have you believe that quality, interactive, e-learning is beyond the capabilities of PowerPoint. The advent of motion path and trigger animations (post-2002 versions)has made PowerPoint an attractive alternative to higher-end, longer-learning-curve authoring tools. Thoughtful instructional design, use of meaningful art and graphics, and carefully planned hyperlinking can provide excellent interactive simulations (especially instructionally sound as they allow learners to see the consequences of their decisions and actions), engaging games and other interactions.
Plenty of bad e-learning exists, much of it created with products costing many times more than the version of PowerPoint most training professionals already have. As Jane Bozarth (see "E-Learning on a Shoestring") says: "Good e-learning is about design, not software."
For those still not sure of the remarkable capabilities of PowerPoint, see the PowerPoint Heaven site: .
# Training Best Practices/Engaging in Dialogue/Cafe Conversations

Chimes' Best Practice Profile

## Title:

Improving Communication Among Teams in the Workplace

## Description:

Chimes was faced with a disconnect among team members in different departments of the organization.

## Methods Used

The plan was to host "Cafe Conversations" to provide team members with the opportunity to meet and create a dialogue centered around specific questions such as:
* What do you do each day to support your team members?
* When you do not agree with a team decision, how do you support that decision?

## Results

After the initial "Cafe Conversation" the team members requested additional Cafe's addressing additional topics.

## Techologies Used

The facilitator used a PowerPoint to display the questions on a screen and to explain the process.
* Team members have the desire and the solution to solve problems if given the opportunity.
* Engaging in a dialogue in a relaxed, informal setting affords team members the opportunity to solve own problems and create.
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# Training Best Practices/Informal learning

"Informal learning is simply that, which is not directed by an organization or somebody in a control position." - Jay Cross
It is about converting Tacit knowledge to Explicit Knowledge by documenting the Tacit Knowledge.
Informal learning is adhoc. It can be in the form of:
* Collaboration
* Communities of practive
* Access to Experts
* Mentors
* Knowledge banks
Tools which support Informal learning are:
* Wiki
* Blogs
* Podcast
* Videoblog (vlog)
* FlockPod

## Wiki

Definition of Wiki
* A website created by a group; rather than by an individual
* In Hawaiianm, Wiki means "quick"
* What I Know Is... (descriptive of the process of collaborative content development.)

## Blog

Definition of Blog
* Webpages made up of regular entries in reverse chronological order, containing commentary by the blog owner
* Used for information sharing, collaboration, and debate
# WebObjects/Project WONDER/Frameworks/Ajax/AjaxAccordian
#### AjaxAccordian

AjaxAccordian provides a wrapper around the Rico framework's accordian control. A demo of the control is available here.
The WO version consists of an AjaxAccordian component that contains a series of AjaxAccordianTab components. See the AjaxExamples example project for more information on the CSS styles that can be applied to the tabs.
Note: The actual component name is spelt with an 'o' ie) AjaxAccordion and AjaxAccordionTab

##### Wonder Bindings

* id - the ID of the accordian element

##### Rico Bindings

* expandedBg
* hoverBg
* collapsedBg
* expandedTextColor
* expandedFontWeight
* hoverTextColor
* collapsedTextColor
* collapsedFontWeight
* hoverTextColor
* borderColor
* panelHeight
* onHideTab
* onShowTab
* onLoadShowTab
# WebObjects/Project WONDER/Frameworks/Ajax/AjaxAccordianTab
#### AjaxAccordianTab

AjaxAccordianTab should only be used inside of an AjaxAccordian. AjaxAccordianTab uses WOComponentContent, so you can place any content that should appear inside the tab between the AjaxAccordianTab's webobject tags.

##### Wonder Bindings

* id - the ID of the Accordian Tab element
* title - the Title that appears on the tab bar
# WebObjects/Project WONDER/Frameworks/Ajax/AjaxAutoComplete
#### AjaxAutoComplete

AjaxAutoComplete works much like WOTextField except that it supports a auto-completion popup list box. A demo of the raw Scriptaculous version is available here.

##### Wonder Bindings

* list (requred) - the list of possible values (similar to WORepetition)
* value - the value currently typed into the text field
* item - the repetition item value (similar to WORepetition)

##### Scriptaculous Bindings

Scriptaculous Documentation
* tokens
* frequency
* minChars
* indicator
* updateElement
* afterUpdateElement
# WebObjects/Project WONDER/Frameworks/Ajax/AjaxDraggable
#### AjaxDraggable

AjaxDraggable represents one half of the drag-and-drop implementation in Ajax framework. AjaxDraggable uses a WOComponentContent, so any content that you would like to be draggable should appear inside of the AjaxDraggable's webobject tags.
One element of the AjaxDraggable/Droppable implementation that is particularly cool is that you can actually bind a full-blown object to your Draggable that will be delivered to your Droppable when the drop action is fired. You never have to deal with maps of IDs and manual lookups. The Ajax framework automatically handles that for you.
An example of the Scriptaculous drag-and-drop is available here.

##### Wonder Bindings

* id (required) - the ID of the Draggable element
* elementName - the name of the HTML element to wrap the Draggable, either: "div" or "span"
* draggableID - the Draggable's internal ID. if not set, it will default to the value of "id"
* draggableObject - the object to bind to this Draggable. When the Draggable is dropped, this object will be bound to the drop target's droppedObject binding

##### Scriptaculous Bindings

Scriptaculous Documentation
* starteffect
* reverteffect
* endeffect
* zindex
* revert
* snap
* ghosting
* handle
* change