OpenLLM-France/wikimedia huggingface dataset:
# Study Skills/Reading

There are several techniques that universities advocate for studying textbooks. Most of them have the same basic structure though.
* Preview - Quickly skim over the chapter you are studying to get an overview of the material. Read headings, sub-headings, bold words, and other words that are emphasized.
* Ask - Constantly ask yourself questions about the headings and keywords. Changing headings and keywords into questions, using who, what, where, when, and why.
* Read - Read the first section, answering the questions you asked earlier. Note any unexpected information as well. (Think about if your questions were on target and what you need to know. Compare what you are reading with what is discussed in class.)
* Record - Take notes of your answers, of important keywords, and of important concepts. More about this in Taking Notes
* Relate - Relate each section to the preceding and following sections. Relate information to your previous knowledge and experience.
* Recite - Cover your answers and notes, and recite them from heart.
* Repeat - Repeat the Ask-Recite sequence for each section in the chapter.
* Practice - Do any practice questions and exercises in the material.
* Review - Review all your notes, and try to recite the important concepts from heart.
The above is an amalgamation of the SQ5R,the Parcer study techniques, and Plan, Do, Review. The concept at the heart of these techniques is active reading. The idea is that instead of passively reading a textbook and not really paying attention, you have to actively engage your mind in the act of reading, thereby improving comprehension and retaining efficiency. The more you involve your mind in the reading, the better you'll remember.

## General Tips

* If there are words you don't understand, look them up in a dictionary or textbook related to the concept.

## Math/Science Tips

* Instead of merely "reading" sample problems, look for errors in the author's work. As you read each sentence or step, verify for yourself it is completely correct, and is a logical next step or conclusion.
* Copy a sample problem to another sheet of paper, then see if you can solve it yourself without looking at the textbook's solution (unless you get stuck). This makes the best use of sample problems, as students who "understood the lecture" or "read the chapter" often have difficulty doing their first problems using this new-found knowledge.
* Reading a page of a Math/Science textbook this way may take anywhere from 20 minutes to several hours, but will probably reduce your eventual study time for a quiz or test by an even greater amount.
* Understanding the main ideas of a topic does not mean you will be able to solve problems involving the topic. Spend more time solving problems than you do reading or listening.
# Study Skills/Taking Notes

Note taking is vital when Reading Textbooks and Listening To Lectures. Note taking serves a number of purposes. The least important reason is to have material for review. The real reason for note taking is to get the material to stick in your brain. By taking notes, you are actively engaging your brain in the process. And it helps keep you awake.
* Get the keys - Make notes of key words, phrases and concepts.
* Summarize - Make summaries of the keys.
* Restate - Use your own words when writing down the keys. This causes you to think about them.
* Review - Always review. Review always. Always. Review. Get it? Now read that again.
These instructions are derived from the Cornell study method. You can find more information about the Cornell Notes format here.

## Tips

* Don't try to substitute a tape recorder or prepared lecture notes for note taking. Remember that making a record of the lecture is the least important reason for taking notes.
* Don't try to copy the lecture word for word. Instead try to summarize the major points. This causes you to listen actively.
* Talk to yourself in your notes. Note what is interesting, what is boring, what makes sense, and what doesn't.
* Summarize what you have learned. Some people highlight the most important sentence on each page. (Highlighting nearly every sentence on a page is a clear sign that you don't understand it.) Others keep scratch paper, and jot down a summary of every chapter - a few sentences noting the topic of that chapter and the three most important things about that topic.
* Draw diagrams in your notes, label them, and color them, if you want. Diagrams related to the lecture are what is useful. Unrelated diagrams are merely doodles.
* Visually organize points into groups. Use outlines, brackets, lists, arrows, stars, boxes, circles, and others.
* Use color pens or highlighters to mark the different parts of concepts, such as key term, definition, examples, person, place or time, etc.

## Annotation system

If you are annotating a text, for example, a scientific article, try creating an annotating scheme.
One system is to:
* circle words or ideas I do not understand or have never seen
* put a bracket around things I wish to highlight
* underline things I especially wish to highlight
* put an angle bracket next to things I disagree with
* put an arrow next to things I find remarkable or interesting (scientific articles)
Play around with this. Let the system evolve to suit your needs. See if colors are of any use; I personally prefer not to switch pens so I stick to blue (to contrast against the black text)

## Read more

* There is a separate Wikibook on Note taking.
# Study Skills/Managing Your Time

Managing your time effectively is an important part of studying. One of the important things in time management is to do whatever works for you. One common mistake is to try to create an overly restrictive schedule which doesn't work, and then feel very guilty that it doesn't work. Telling yourself that scheduling just doesn't work for you is another common mistake.
The following list will guide you through time management.
* Schedule - Have a regular study time and place each day - This helps put you in study mode. It's what Pavlov did with his dogs. ("Good doggy. Now study! Study...").
* Prioritize - Make a list of what you have to do and list it in order of importance. Schedule the important stuff first.
* Plan your sessions - Do the difficult stuff first. That way, by the time you can barely add 1 to 1, that's all you have left to do.
* Prepare - Get everything you'll need together BEFORE you start studying.
* Take breaks - Don't study longer than 50 minutes at a stretch. Use the other ten for a run around the block, or eat a snack. Hmm... Maybe run around the block AFTER the snack. Taking a 5-minute hot shower is another excellent solution.
* Avoid getting stuck - If you can't figure something out, skip it, and get help later. Skipping everything is not allowed.
* Divide and conquer - Break your projects up into smaller bits, and complete those bits one by one.
* Set Milestones - Set yourself some milestones. You can also set rewards for reaching those milestones.
* Reward yourself - The reward can be small, like treating yourself to some ice cream, or larger, like buying that new outfit you've had your eye on. Rewards also don't have to cost money, like going to play some basketball with some friends at the park. Enjoy yourself when you pass a milestone, stick to your reward plans to make them more worth reaching.
* Use your time wisely - Use the days for tough activities like studying, and evenings for easier stuff like reviewing. On second thought, better schedule the latter during the day as well.
* Review regularly - We have said this before. It's important. Better read it again.
* Say "No!" to distractions - No matter how attractive they are unless, of course, it's on the schedule. ("Proclaiming my everlasting love: Tuesday 16:25 to 16:30")
# Silesian/Lesson 2/Translation 2

Neighbors Two neighbors – Mr Kluczniŏk and Ms. Żymołka – met at the door of familŏk. Mr Kluczniŏk: Good day, Ms Żymołka. Ms Żymołka: Good day, Mr Kluczniŏk. How are you? Mr Kluczniŏk: Well, thank you. Goodbye! Ms Żymołka: Goodbye!
Back to the lesson
# Silesian/Lesson 3/Answers

1. Which of these nouns is macsculine, which is feminine and which is neuter?
| dům m | godka f |
| šula f | mjasto n |
| państwo n | půn m |
| půńi f | winkel m |
| Ślůnsk m | čowjek m |
2. Complete with the demonstrative pronouns.
a) tyn synek b) ta šula c) ta půńi d) tyn Ślůnsk e) to mjasto f) to je daleko. g) ta godka h) to państwo
3. Translate into Silesian.
Půn Nowak je důma a půńi Nowak ńy je. Tyn dům je fest daleko. Uůn je we mjeśće. A kaj je to mjasto? Uůno je tam. Tam je šula? Ja, nale šula je tyž sam, za winklym.
Back to the lesson
# Silesian/Lesson 2/Translation 1

Friends Two friends – Peter and John – have met in the tram. John: Hello, Peter! Peter: Oh, hi, John! How are you? John: So-so, thanks. Bye! Peter: Bye!
Back to the lesson
# Silesian/Pronunciation
## Lesson 1 - Silesian alphabet and pronunciation

It's really important to learn the material from this lesson very carefully. If you learn to pronounce the words incorrectly, you'll do it forever! So, let's start with the alphabet of the Silesian language. Each time I will add the IPA signs so as to give you the exact pronunciation without recording it.

### Silesian alphabet

| Aa | Bb | Cc | Ćć | Čč | Dd | Ee | Ff | Gg | Hh | Ii | Jj | Kk | Ll | Mm | Nn | Ńń | Oo | Pp | Rr | Řř | Ss | Śś | Šš | Tt | Uu | Ůů | Ww | Yy | Zz | Źź | Žž |
There are also some digraphs in the Silesian language, which don't have a place in the standard alphabet.
| Ch ch | Dz dz | Dź dź | Dž dž | Iu iu | Uo uo | Uů uů | Ůu ůu |
All right, I'm sure that you don't even have any idea how to read these strange lines and carons above the letters. Carefully read the next chapters — vowels and consonants — and learn how to do that!

#### Vowels

| Vowel | IPA | Pronunciation | English equvalent |
| Aa | a | Open front unrounded vowel.ogg (help·info) | Like in father, but shorter |
| Ee | ɛ | Open-mid front unrounded vowel.ogg (help·info) | Like in bet |
| Ii | i | Close front unrounded vowel.ogg (help·info) | Like in cheese, but shorter |
| Oo | ɔ | Open-mid back rounded vowel.ogg (help·info) | Like in boy |
| Uu | u | Close back rounded vowel.ogg (help·info) | Like in French vous |
| Ůů | o | Close-mid back rounded vowel.ogg (help·info) | Like in more |
| Yy | ɨ | Close central unrounded vowel.ogg (help·info) | Like in unstressed roses |

#### Consonants

| Vowel | IPA | Pronunciation | English equvalent |
| Bb | b | Voiced_bilabial_plosive.ogg (help·info) | Like in babble |
| Cc | ts | Voiceless alveolar sibilant affricate.oga (help·info) | Like in cats, but making only one sound |
| Ćć | tɕ | (no sound) | Like in cheese, but more with -y sound |
| Čč | tʂ | (no sound) | Like in church, with the tongue curled or pulled back |
| Dd | d | Voiced alveolar plosive.ogg (help·info) | Like in done |
| Ff | f | Voiceless labiodental fricative.ogg (help·info) | Like in fun |
| Gg | g | Voiced velar plosive.ogg (help·info) | Like in girl |

#### Digraphs
### Stress

Usually, stress falls onto the prelast syllable, eg. Amerika (America). There are of course some exceptions. The nouns which end with -cyjo, -syjo, -zyjo, -ńijo have two variants of accentuation, eg. the word informacyjo (information) can be said informacyjo or informacyjo. What's interesting, some words of Greek and Latin origin, of which the accentuation is irregular in Polish, is normal in Silesian, eg. matematyka (mathematics) in Polish would be matematyka, the Silesian people say it usually as matymatyka.
# SilverStripe

The intent of this book is to be a set of solutions for common problems in the SilverStripe CMS ('content management system').

## About SilverStripe

SilverStripe is an MVC (model/view/controller) Framework and Content Management System based on PHP5 and MySQL5.

## Building a module
### CRUD (Create, Read, Update and Delete) in the CMS

Let's say that we need to allow the Administrator to edit the list of coders in the Developers section.
First we need to create the Developers DataObject.
In the same DataObject, we need to define the fields for the form.
Next, we need to create the Page type for the Developers section.
Our next step is to create a new page "Developers".
Now we need to go to "Behaviour" and change the page type to Developers.
This new page will have a tab called "Coders", where we can edit the developers list.

## Relationing a DataObject with a Module

In this case we'll make a relation between Movies and Cities. Then we'll allow the administrator to add new cities in a page type 'Movies'.

## Credits

This contribution is courtesy of the following coders:
* Guy Steuart
* Leonardo Alberto Celis
# Silesian/Lesson 2/Answers

Exercise 1.
a) Witej! b) Jako tam./Dobrze./Jako tam, dziynki./Dobrze, dziynkujã. c) Pyrsk!/Trzim sie! d) Szczynść Boże!/Dobry dziyń!
Exercise 2.
a) Z Pōnbōczkym!/Do widzyniŏ! – Z Pōnbōczkym! b) Jak sie wōm darzi?/Jak ci sie darzi? – Dobrze, dziynkujã. c) Pyrsk/Trzim sie! – Pyrsk! d) Szczynść Boże!/Dobry dziyń! – Dobry dziyń!
Exercise 3*.
a) We banie. b) kamrat c) sōmsiŏd d) familŏk
Back to the lesson
# Silesian/Lesson 3/Translation

TEXT 3.1 This is a house. In the house there are a boy and a girl. The boy's name is Adam and the girl's name is Ana. Adam and Ana are at home. They are at home. And where is this house? It (he) is here. And there, what is this? This is a school. The school is also here? No, the school isn't also here. It (she) is there. This school is very far away. What else is far away? Far away is also a city, but it isn't very far aay. This city is at the corner.
Back to the lesson
# Silesian/Wikipedia

These are the templates which can be used to write an article about your village on the Silesian Wikipedia.

## Your city

Use this template, without the numbers, of course (they are here only to mark the footnotes):
___$^1$ je to [[mjasto]] w/we$^2$ ____$^3$, w/we$^2$ ___$^4$. Zamjyškuje sam ___$^5$ ludźi. ___$^1$ zostouo zouožůne we [[___]]$^6$.
Notes:

### Ad 3. - The list of countries in locative

w [[Polska|Polsce]] - in Poland we [[Wjelgo Brytańja|Wjelgij Brytańji]] - in UK w [[Stany Zjydnůčone|Stanach Zjydnůčonych]] - in USA we [[Francyjo|Francyji]] - in France w [[Ńymcy|Ńymcach]] - in Germany we [[Hišpańja|Hišpańji]] - in Spain w [[Italijo|Italiji]] - in Italy w [[Chiny|Chinach]] - in China we [[Japůńja|Japůńji]] - in Japan we [[Rusyjo|Rusyji]] - in Russia w [[Australijo|Australiji]] - in Australia w [[Meksyk|Meksyku]] - in Mexico

### Ad 4. - The list of administrative divisions

w [[prowincyjo ___|prowincyji ___]] - in ___ province w [[wojewůdztwo ___|wojewůdztwje ___]] - in ___ voivodship w [[stan ___|stańe ___]] - in the state of ___ w [[land ___|lańdźe ___]] - in ___ bundesland w [[Kanton ___|kantońe ___]] - in __ canton w [[Rygjůn ___|rygjůńe ___]] - in the region of ___

## Your village

Use this template, without the numbers, of course (they are here only to mark the footnotes):
___$^1$ je to [[wjeś]] w/we$^2$ ____$^3$, w/we$^2$ ___$^4$. Zamjyškuje sam ___$^5$ ludźi. ___$^1$ zostouo zouožůne we [[___]]$^6$.
Notes:

### Ad 3. - The list of countries in locative

w [[Polska|Polsce]] - in Poland we [[Wjelgo Brytańja|Wjelgij Brytańji]] - in UK w [[Stany Zjydnůčone|Stanach Zjydnůčonych]] - in USA we [[Francyjo|Francyji]] - in France w [[Ńymcy|Ńymcach]] - in Germany we [[Hišpańja|Hišpańji]] - in Spain w [[Italijo|Italiji]] - in Italy w [[Chiny|Chinach]] - in China we [[Japůńja|Japůńji]] - in Japan we [[Rusyjo|Rusyji]] - in Russia w [[Australijo|Australiji]] - in Australia w [[Meksyk|Meksyku]] - in Mexico

### Ad 4. - The list of administrative divisions

w [[prowincyjo ___|prowincyji ___]] - in ___ province w [[wojewůdztwo ___|wojewůdztwje ___]] - in ___ voivodship w [[stan ___|stańe ___]] - in the state of ___ w [[land ___|lańdźe ___]] - in ___ bundesland w [[Kanton ___|kantońe ___]] - in __ canton w [[Rygjůn ___|rygjůńe ___]] - in the region of ___
# TI-Basic 84 Programming/Picture Variables

Pictures are a relatively easy concept to understand. A picture on your calculator is simply a state of the graph that has been saved as an image. Picture variables can be accessed under VARS:4.

## Storing Pictures

To store the current graph as an image you simply go to DRAW:STO:1 press enter, then choose a number 0-9 and press enter again. The 0-9 just determines what picture variable you're using (i.e. Pic1).

## Displaying Pictures

To display a picture you go to DRAW:STO:2 press enter, then choose the picture 0-9 you want to display. WARNING: This will overlay the picture over the current graph, it will not clear the graph first.

## Creating More Complex Pictures

Sometimes one graph window is not enough to completely draw your picture. Fear not, for there is a way around this. The first step is to get as much of your picture on the graph as possible. Then save this as a picture. Clear the graph and finish the rest of your picture, overlay the previous picture and save the whole thing as its own picture variable. This can be done several times to create very intricate pictures.
Previous: Loops Next: Graph Databases Table of Contents: TI-Basic 84 Programming
# TI-Basic 84 Programming/Control Flow Statements
## If

If, PRGM:CTL:1 is a command that, when it's condition is true, will execute the next line of code. If the condition happens to be false, then the program will skip to the second line of code after the statement.

### Syntax: If

* Where condition either an (in)equality (X=3, A>B), or an expression (5+2X), which resolves to be either true (non-zero) or false (zero).

### Ex: If

    5→X
    If X>3
    Disp "X IS MORE THAN 3"
    Disp "END OF PROGRAM"

## Else

Else, PRGM:CTL:3 is a command that, when a previous If statement is not met, will execute the next line of code. If the condition happens to be false, then the program will skip to the second line of code after the statement.

### Syntax: Else

* Else executes when the condition in the If statement is not met.

### Ex: Else

    5→X
    If X>3
    Then
    Disp "X IS MORE THAN 3"
    Else
    Disp "X IS LESS THAN OR EQUAL TO 3"
    Disp "END OF PROGRAM"

## Then

Then, PRGM:CTL:2 is a command used to have a conditional statement (If or Then) execute a block of code as opposed to a single statement.

### Syntax: Then

* Code block is started with a Then statement and ended with the End, PRGM:CTL:7
Previous: Input Next: Test Conditions and Logical Operators Table of Contents: TI-Basic 84 Programming
# TI-Basic 84 Programming/Introduction
## Purpose

The purpose of this book is to teach both the basics and more advanced aspects of the TI-BASIC programming language. Although the book's intention is to instruct newcomers with no previous TI-Basic programming knowledge or experience, those who have some programming experience can use the table of contents to inform themselves on certain aspects of the language, like optimizing code or learning the small yet important differences between certain loop types. Hopefully, the Wiki Community can contribute a vast amount of useful TI-Basic programming knowledge, which will allow this book to provide a much more in-depth look at TI-Basic. Currently, this book only provides information regarding TI-BASIC programming on the TI-83+ or 84+. Of course, the Silver Editions and C or CE versions of the two calculators can be used with this guide.
To learn the language and programming skills in order from beginning to end, the reader should start with this page, the Introduction, and use the links at the bottom of each page to move to the next chapter.

## Overview

TI-Basic is a simple programming language used on Texas Instruments (TI) graphing calculators which integrates many normal graphing calculator commands (like storing variables or graphing) into its code.
TI-Basic is a relatively easy language to program in, especially when it is compared with Assembly, the other main language that can be used to program TI graphing calculators. Programs written in TI-Basic, compared to programs written in Assembly, have a small filesize (due to that fact that commands like 'If ' and 'Menu(' use just 1-2 bytes of memory). However, this makes execution of TI-Basic programs very slow, because the calculator first reads through and parses each line of code before translating it into Assembly and executing it (in other words, it suffers from the same performance issues as any interpreted language). Despite its slow speed, the use of TI-Basic is appropriate for many simple programs.

## Assumptions

This wikibook assumes that you have at least a partial understanding of the following concepts:
* What a programming language is
* Basic algebra
* Operation of a TI-84 calculator

## Versions of TI-BASIC

The two main versions of TI-Basic in use today are TI-BASIC Z80, and TI-BASIC 68K. The "Z80" and "68K" refer to the processor that the calculator uses.
* TI-Basic Z80 comes on the TI-83, TI-83+, TI-83+ Silver Edition, TI-84+, TI-84+ Silver Edition, TI 84+ C, and TI-84 Plus CE calculators. It is the less powerful version of TI-Basic, but is still fairly versatile.
* TI-Basic 68K that comes on the TI-89, TI 89 Titanium, TI-92, TI-92 Plus and Voyage 200 calculators. It is the more powerful version of TI-Basic.
It is important to note that these two versions are very different. Z80 syntax is less strict than 68K, but 68K has many useful features like error handling.
Next: Book Conventions Table of Contents: TI-Basic 84 Programming
# TI-Basic 84 Programming/Graph Databases

Graph Databases (GDB) are a convenient way to store all of the settings about a current graph. A graph database will include all of the aspects necessary to reproduce the current graph as is, including the input functions, the window settings, and the graph format. GDB variables can be accessed under VARS:3.

## Creating a GDB

To create a GDB you first want to set up your graph as you want it to be saved. Then access the StoreGDB method under DRAW:STO:3 press enter to bring the method to the home screen. Then enter a number 0-9 or choose a GDB variable and press enter.

## Recalling a GDB

To recall a GDB you use the RecallGDB method found under DRAW:STO:4 then choose your GDB either with a number 0-9 or a GDB variable.
Previous: Picture Variables Table of Contents: TI-Basic 84 Programming