OpenLLM-France/wikimedia huggingface dataset:
# Projektshaker

As already assumed by the project team in the run-up to production, the flexibility of podcast recordings as project documentation tools was confirmed. In many cases, documentation and reflection of important project events could be recorded promptly and guests could be more easily integrated.
Compared to the written project documentation, which was also carried out in blog format, a joint reflection on the basis of discussion is to be regarded as a more open format. Written feedback can also be given synchronously (but mostly asynchronously), but the written level limits the exchange about any open and unclear formulations or trains of thought that can be dealt with directly in a conversation. Audio recordings can also be edited, but as long as it does not hinder the course of the conversation, our podcasts could always be recorded as a continuous conversation.
Through this "live" conversation one also had to go to a somewhat different level of reflection than if one could edit one's own thoughts several times purely in writing, with a certain distance. A linguistic formulation in a conversation makes it possible to formulate a thought openly or to describe experiences openly. This would also be limited in a certain way by the written level, since one can write and work on one's texts in peace, and thus possibly formulate them somewhat more cautiously. Likewise, emphasis was placed on openly addressing problematic situations in the planning or implementation phase, which is not always usual in written project documentation.
However, linguistic documentation and reflection also presents some challenges. The written format offers a familiar way of working, especially when describing planning projects or methods and events. However, as soon as you talk about a method or event in a voice recording, you must always keep in mind that people may not have the same background information in front of them, so it takes practice for listeners to explain certain project events accordingly before you discuss thoughts and reflections on them.
Finally, however, it is important to note that as an external or interested person, you cannot obtain information about a project solely through a project podcast. A podcast offers an excellent opportunity to cover the level of reflection of the project work and to let stakeholders have their say. However, a podcast only unfolds its full effect with supporting written accompaniment, such as a project blog, scientific publications and other used material.
# Project Twitter

With the Twitter account @OERlabs we operate an additional information and communication channel besides our blog and podcast on the project homepage. Since there is an active OER community on Twitter, we mirror the content of the project homepage on the one hand and provide a more direct and personal insight from our events on the other. This enables the OER community to participate in the OERlabs project and to contribute suggestions and take part in the discussions. In the contributions to our Multi-Stakeholder Dialogues the endeavour to offer a pleasant atmosphere for discussion has become clear, which stands out positively from committee meetings. For this reason, Twitter activities should not only provide information but also give an impression of the atmosphere and thus the working methods on site. Twitter offers the possibility either to inform briefly and concisely or to give an insight into broader blog entries. In addition, it is important for the OERlabs project to be transparent towards its own work and not to wait for (final) project reports before reporting on its own actions. True to the networking concept of our Multi-Stakeholder Dialogues (MSD), we also give guests and their work on open educational resources a stage.
It has proven helpful to remind project team members of Twitter before the start of the event, as a few project team members didn't have any social media experience and therefore don't think about tweeting during events. The same people had to get used to formulating on Twitter and handling tags and hashtags. Therefore, it makes sense to give them an introduction by more experienced Twitter users, because unlike blog posts, there is no possibility of a correction loop before publication, especially since tweeting at events happens in the moment. Depending on the situation, you can take suitable photos and then practice tweeting with adding photo comments. Nevertheless, it is difficult to persuade people with little or no social media affinity to tweet in the project context to do so on their own.

## References

* ↑ https://twitter.com/OERlabs/status/985869186198056960
* ↑ https://twitter.com/mschiefner/status/1019879164000788480
* ↑ https://twitter.com/OERlabs/status/940869767958859776
* ↑ https://twitter.com/OERlabs/status/1044982383613816836
* ↑ https://twitter.com/OERlabs/status/1017415039261671426
* ↑ https://oerlabs.de/msd-koeln/
* ↑ https://twitter.com/OERlabs/status/942746999090184192
# Statistical Analysis: an Introduction using R/R/Random sampling
#### Random sampling
## References

* ↑ call set.seed(1) before each chapter to get exactly the same results
# Statistical Analysis: an Introduction using R/R/Storing objects
## R topic: Storing objects

> big.num <- 10 * 100 #You can put the name first if you reverse the arrow (set big.num to 10000). > big.num+small.num+1 #Now you can treat big.num and small.num as numbers, and use them in calculations [1] 1001.001 > my.result <- big.num+small.num+2 #And you can store the result of any calculation > my.result #To look at the stored object, just type its name [1] 1002.001 > pi #There are some named objects that R provides for you [1] 3.141593

### Notes

* ↑ If you are familiar with computer programming languages, you may be used to using the underscore ("_") character in names. In R, "." is usually used in its place.
← R as a calculator · Functions →
# Statistical Mechanics

This project will cover the basics of statistical mechanics, as typically taught in undergraduate physics courses.
< Cover & Interwiki

# Table of Contents

* The Foundations
** Extensive and Intensive Parameters
** Definitions
** Fundamental Equations
** The Postulates
* The Two-State Problem This is actually a huge example problem to introduce the statistical definition of entropy
** Multiplicity
** Properties of the Two-State System
* Boltzmann and Gibbs factors and Partition functions
** Boltzmann Factors
** The Partition Function
** Gibbs Factors
** The Grand Partition Function
* Density of States
* Thermal Radiation
* Debye Theory
* Ideal Gas
* Quantum Gases
* Thermodynamic Potentials (Here on you can consider the border from Thermal Physics to thermodynamics.)
* Phase Transformations

## Further Reading and Resources

* SklogWiki - a wiki for people interested in thermodynamics, statistical mechanics, and the computer simulation of materials.
# Statistical Analysis: an Introduction using R/R/R as a calculator
## R topic: R as a calculator

[1] 100.6667
> (100+2)/3 #You can use round brackets to group operations so that they are carried out first [1] 34 > 5*10^2 #The symbol * means multiply, and ^ means "to the power", so this is 5 times (10 squared) [1] 500 > 1/0 #R knows about infinity (and minus infinity) [1] Inf > 0/0 #undefined results take the value NaN ("not a number") [1] NaN > (0i-9)^(1/2) #for the mathematically inclined, you can force R to use complex numbers [1] 0+3i
* If you don't know anything about complex numbers, don't worry: they are not important here.
* Note that you can't use curly brackets or square brackets to group operations together

### Notes

* ↑ Depending on how you are viewing this book, may see a ">" character in front of each command. This is not part of the command to type: it is produced by R itself to prompt you to type something. This character should be automatically omitted if you are copying and pasting from the online version of this book, but if you are reading the paper or pdf version, you should omit the ">" prompt when typing into R.
Storing objects →
# Spanish/Exercises/Comparisons - Solutions

* tan alto como
* tantos perros como
* más fuerte que
* tanto como
* más horas que
* tan bello como
* tanto como
* menos pelo que
* menos peligrosos que
* tantos habitantes como
# Spanish/Exercises/La escuela

Práctica de los verbos ser y estar
A. Completen las frases con la forma correcta del verbo ser o del verbo estar.
Ejemplo: Es la una y media.
1. ¿Donde ________ el gato?
2. ________ las dos.
3. La profesora ________ en la clase de español.
4. Ella __________ enferma.
5. Yo ______ bien.
B. Completen las frases con la forma correcta del verbo ser o del verbo estar. Entonces escribes la razón que explica tu decisión usando el poochie.
Ejemplo: Yo soy de Madríd. = Localidad
1. Mis primos ____ mexicanos. = ___________
2. Los libros _____________ en el escritorio. = ____________
# Spanish/Exercises/Object Pronouns

^Lesson 6^
Rewrite the following sentences, replacing the objects with the corresponding pronouns.
1. Yo tengo las tijeras.
2. Yo voy a dar las tijeras a tí.
3. Él compra la carne en la carnicería.
4. Quiero dar el postre a él.
5. Mi mamá siempre cocina el pescado para mí.
Soluciones a los ejercicios Solutions to exercices
^Lesson 6^
# Spanish/Exercises/Personal Pronouns

^Lesson 1^
Pronombres personales. (Personal pronouns.)
Ejercicio 1. Rellena los espacios en blanco con los pronombres personales correctos en español.
Exercise 1. Fill the blank spaces with the correct Spanish personal pronouns.
| Inglés: | Español |
| English: | Spanish: |
| I am | Yo soy |
| 1. You are | ______ eres |
| 2. He is | ______ es |
| 3. She is | ______ es |
| 4. We are | ______ somos |
| 5. You (plural) are | ______ sois |
| 6. They are | ______ son |
Ejercicio 2. Rellena los espacios en blanco con los pronombres personales correctos en español.
Exercise 2. Fill the blank spaces with the correct Spanish personal pronouns.
| Inglés: | Español |
| English: | Spanish: |
| You are | Vosotros estáis |
| 1. He is | ______ está |
| 2. You are | ______ estás |
| 3. I am | ______ estoy |
| 4. They are | ______ están |
| 5. We are | ______ estamos |
| 6. She is | ______ está |
Soluciones a los ejercicios Solution to exercices
^Lesson 1^
# Spanish/Exercises/Introducción a la gramática

Welcome to the exercises related to lesson 3 of ¡Aprovéchalo!

## Articles

    1.- Translate the following from Spanish into English:
| Unas niñas Some girlsSome girls Los hombres The menThe men Un niño A boyA boy | Unos hombres Some menSome men Las niñas The girlsThe girls La mujer The womanThe woman | El niño The boyThe boy Una mujer A womanA woman Los niños The boysThe boys |
    2.- Translate the following from English to Spanish:
| The women Las mujeresLas mujeres Some men Unos hombresUnos hombres The boy El niñoEl niño | The girls Las niñasLas niñas Some girls Unas niñasUnas niñas A man Un hombreUn hombre | Some boys Unos niñosUnos niños A girl Una niñaUna niña The man El hombreEl hombre |
    3.- Are the following nouns masculine or feminine?
| Los balones MasculineMasculine Unas casas FeminineFeminine El gato MasculineMasculine | La manzana FeminineFeminine Los dedos MasculineMasculine Un perro MasculineMasculine | Las mesas FeminineFeminine Unas cosas FeminineFeminine Unos coches MasculineMasculine |

## Regular verbs

    1.- The following are conjugated verb forms; what person are they?
| Lloro I (1st singular.)I (1st singular.) Cocináis You all (2nd pl.)You all (2nd pl.) Tenemos We (1st pl.)We (1st pl.) Escribe He / She / It (3rd sing.) or You (formal sing.)He / She / It (3rd sing.) or You (formal sing.) | Hablan They (3rd pl.) or You all (formal pl.)They (3rd pl.) or You all (formal pl.) Compro I (1st sing.)I (1st sing.) Abrazas You (2nd sing.)You (2nd sing.) Leéis You all (2nd pl.)You all (2nd pl.) | Llevo I (1st sing.)I (1st sing.) Vivimos We (1st pl.)We (1st pl.) Parte He / She / It (3rd Sing.) or You (formal sing.)He / She / It (3rd Sing.) or You (formal sing.) Comen They (3rd pl.) or You all (formal pl.)They (3rd pl.) or You all (formal pl.) |
    2.- Conjugate the following verbs for the person indicated.
| Cocinar - They (3rd pl.) (Ellos/Ellas) Cocinan(Ellos/Ellas) Cocinan Comer - She (3rd sing.) (Ella) Come(Ella) Come Amar - We (1st pl.) (Nosotros) Amamos(Nosotros) Amamos Leer - I (1st sing.) (Yo) Leo(Yo) Leo | Hablar - You (2nd sing.) (Tú) Hablas(Tú) Hablas Temer - I (1st sing.) (Yo) Temo(Yo) Temo Comer - You all (2nd pl.) (Vosotros) Coméis(Vosotros) Coméis Vivir - He (3rd sing.) (Él) Vive(Él) Vive | Besar - You (formal sing.) (Usted) Besa(Usted) Besa Comprender - You (2nd sing.) (Tú) Comprendes(Tú) Comprendes Sentir - You all (2nd pl.) (Vosotros) Sentís(Vosotros) Sentís Decidir - You all (formal pl.) (Ustedes) Deciden(Ustedes) Deciden |
# Spanish/Exercises/Mathematics

unit 1
The following table shows the Spanish words for the four basic arithmetics operations:
| + | más |
| - | menos |
| * | por |
| / | entre |
| = | es/son |
For the equals sign (=) you use es if the answer is 1, otherwise you use son:
| 6-5: | Seis menos cinco es uno. |
| 2+2: | Dos más dos son cuatro. |

## Problemas de matemáticas - Math Problems

Write out as words and then solve the following math problems:
1.3*3
2. 10 / 2: ______________________________________
3. 23 + 42: ________________________________________
4. 99 - 9: ________________________________________
5. 13 * 7: ________________________________________
6. 75 / 3: ______ __________________________________
7. 17 + 4: ________________________________________
8. 67 - 66: ________________________________________
9. 4 * 25: ________________________________________
10. 78 / 13: _______________________________________
Soluciones a los ejercicios Solutions to exercices
^Lesson 2^
# Spanish/Exercises/Mathematics - Solutions

* Tres por tres son nueve.
* Diez entre dos son cinco.
* Veintitrés más cuarenta y dos son sesenta y cinco.
* Noventa y nueve menos nueve son noventa.
* Trece por siete son noventa y uno.
* Setenta y cinco entre tres son veinticinco.
* Diecisiete más cuatro son veintiuno.
* Sesenta y siete menos sesenta y seis es uno.
* Cuatro por veinticinco son cien.
* Setenta y ocho entre trece son seis.
# Spanish/Exercises/Greetings

^Lesson 1^

## Matching Sentences

Match the sentences/questions (1 to 5) to their corresponding responses (a to e).
| 1. ¿Cómo estás? | a. Hola. |
| 2. Gracias. | b. Estoy bien. |
| 3. Adiós. | c. Me llamo Thomas. |
| 4. ¿Cómo te llamas? | d. De nada. |
| 5. Buenos días. | e. Hasta luego. |
Soluciones a los ejercicios Solutions to exercices
^Lesson1^
# Spanish/Exercises/Greetings - Solutions

1. ¿Cómo estás? - b. Estoy bien.
2. Gracias. - d. De nada.
3. Adiós. - e. Hasta luego.
4. ¿Cómo te llamas? - c. Me llamo Thomas.
5. Buenos días. a. Hola.
# Spanish/Exercises/Object Pronouns - Solutions

* Yo las tengo.
* Yo te las voy a dar, o Yo voy a dártelas.
* Él la compra en la carnicería.
* Se lo quiero dar, o Quiero dárselo.
* Mi mamá siempre me lo cocina.
# Subversion

* Subversion/Setting up server under Windows
* XForms/Versioning Form Data With WebDAV and Subversion
* Subversion/Basic Usage Guide

## External links

Version Control with Subversion
# Subversion/Setting up server under Windows

Updated for 1.4.4
Best Documentation is available in the TortoiseSVN Help File. Please install TortoiseSVN and the manual can walk anyone through the installation under Windows.
This article is based on a helpful blog post Setting_up_a_Subversion_Server_under_Windows, which got outdated.

## Download

* the Windows server binaries
* the TortoiseSVN shell integration utility
You don't need to download the "svnservice" wrapper or similar programs anymore because since version ?? Subversion server can be run as a service. For details see .

## Install server

1) Unzip Windows binaries, e.g. to c:\Program Files\subversion\
2) Add the path to subversion binaries to the system Path environment variable: %programfiles%\subversion\bin\
3) Create SVN_EDITOR environment variable to specify text editor to use:

### Start the server service

Start the service:

## Install client

Run the installer. At the end it asks to restart but it's not necessary.

### Create repository

You can create via the command line or through TortoiseSVN. Repositories can be accessed in various ways. Go to the command prompt and type: "svn --version" to see a list of available methods.
defaults are:
* ra_dav : Module for accessing a repository via WebDAV (DeltaV) protocol.
* ra_svn : Module for accessing a repository using the svn network protocol.
* ra_local : Module for accessing a repository on local disk.
1a) In the command prompt, run
1b) Right click in explorer, TortoiseSVN | Create Repository here... obviously, you should create a folder named "svn_root" under c:\
2) Go to the directory you created above, open ./conf/svnserve.conf and uncomment these lines (remove # from the beginning of the line):
3) uncomment these lines in ./conf/passwd:
5a) create the project for access by svn
5b) create the project for access by local file ( using TortoiseSVN )

## Create a project

1) Create a directory for your working copy. Right-click on it and choose "SVN Checkout..."
2a) Type svn://localhost/myproject/ 2b) Type file:///c:\svn_root/
# Spanish/Perfect Subjunctive
### Use

The subjunctive mood is used to describe circumstances in which there is doubt, to express emotion, or opinion through the use of impersonal expressions (Es bueno/malo/triste que...)
The perfect subjunctive is used in reference to something that happened very recently.
Espero que tú hayas hecho la tarea.
I hope that you have done the homework.
Es muy triste que los niños no hayan escrito sus ensayos.
It is very sad that the children have not written their essays.

### Formation

The perfect subjunctive is formed by combining the present subjunctive form of the verb haber, meaning to have, with the past participle of the functional verb.
Haber, present subjunctive
* Yo haya
* Tú hayas
* Usted, ella, él haya
* Nosotros hayamos
* Vosotros hayáis
* Ustedes, ellas, ellos hayan
# Spanish/Personal pronouns

Spanish has six different type of pronouns, the 1./2./3. person singular and the 1./2./3. person plural:
| 1. singular | yo | I | | | | |
| 2. singular | tú | you (one person, informal) | usted | you (one person, formal) | | |
| 3. singular | él | he, it | ella | she, it | | |
| 1. plural | nosotros | we (at least one male) | nosotras | we (only females) | | |
| 2. plural | vosotros | you (several persons, at least one male, informal, only used in Spain) | vosotras | you (several persons, only females, informal, only used in Spain) | ustedes | you (several persons; in Spain it's formal, in Latin America ustedes is the only pronoun of second person plural). |
| 3. plural | ellos | they (at least one male) | ellas | they (only female) | | |
* It is normal in Spanish to omit the personal pronoun (i.e. you seldom say yo estoy bien but estoy bien, and you ask ¿Cómo se llama? instead of ¿Cómo se llama usted?) because the specific conjugation of a verb usually indicates which person is the subject. However, usted, él and ella all use the same verb form so if you choose to drop the pronoun in this case it must be clear in the situational context which pronoun is being referenced.
* As indicated above, in most of Spain the vosotros form can be used to address a group of familiar people (e.g. friends), and ustedes is used with more formality (e.g. recent acquaintances). In all Latin American countries and parts of Spain ustedes is used also for a familiar group of people; in these countries the "vosotros" form is almost never used.
Exercise: Personal Pronouns
Back to lesson 1
# Spanish/Llover

llover — to rain

## Conjugation

Llover is conjugated in the present indicative as follows:
    yo lluevo
    tu llueves
    él/ella/usted llueve
    nosotros llovemos
    vosotros llovéis
    ellos/ellas/ustedes llueven

## Notes

* In the first, second, and third person singular forms, llover has the change of o to ue.
* This verb is primarily used in third person singular.
# Spanish/Past Participle

Verbs
Broken, thought, gone, ...
Roto, pensado, ido, ...
The past participle in Spanish is usually the same as the past tense. I thought, I had thought. But sometimes it is the same. I broke, I had broken. In English it is a different conjugation as a rule.
Take the -ar, -er, and -ir ending off of the infinitive and replace it with -ado (-ar verbs) or -ido (-er and -ir verbs).

## Regular conjugation examples

Pensar >> pensado Comer >> comido Venir >> venido

## Irregular conjugation examples

Romper >> roto Morir >> muerto
# Spanish/Parts of Speech

Grammar Index
* Adjectives
* Adverbs
* Nouns
* Verbs
# Spanish/Perfect

Verbs
The present perfect (el perfecto de indicativo) is used to communicate events in the past for which there is a relationship to the present. For example:
    I have written three letters today.
       He escrito tres cartas hoy.
It is formed by using the conjugated present indicative form of Haber with the past participle of the action. In the above example, He is the first person form of Haber and escrito is the past participle of Escribir.
Here are examples in different persons:
       Tú has comido el bocadillo. You have eaten the sandwich.
       Él ha dicho la verdad. He has told the truth.
       Nosotros hemos visto el cuadro. We have seen the picture.
       Vosotros habéis hablado con el presidente. You (plural, familiar) have spoken with the president.
       Uds. han vivido en California. You (plural, formal) have lived in California.
# Spanish/Partes del cuerpo

< Lesson 8

# El cuerpo (The Body)

| Las partes del cuerpo | The parts of the body |
| la cabeza | the head |
| la piel | the skin |
| las cejas | the eyebrows |
| el ojo | the eye |
| la oreja | the (outer) ear |
| el oído | the hearing |
| la nariz | the nose |
| el bigote | the mustache |
| la boca | the mouth |
| la lengua | the tongue |
| la barbilla | the chin |
| el cuello | the neck |
| la nuca | the back part of the neck |
| el pelo/ cabello | the hair |
| la espalda | the back |
| el pecho | the chest |
| la mama/la teta (vulgar) | the breast |
| la barriga/abdomen | the abdomen |
| la ingle | the groin |
| el brazo | the arm |
| el hombro | the shoulder |
| el codo | the elbow |
| el antebrazo | the forearm |
| la mano | the hand |
| la muñeca | the wrist |
| el dedo | the finger, the toe |
| las uñas | the nails, the fingernails, the toenails |
| las piernas | the legs |
| la rodilla | the knee |
| el pie/los pies | the foot/the feet |
| el estómago | the stomach |
| el corazón | the heart |
| el pulmón | the lung |
| la garganta | the throat |
In Spanish, possessives are used much less frequently than in English when relating to body parts and clothes.
Le duele la cabeza = his/her head aches
Mírame a los ojos = look at my eyes
Tienes rota la camisa = your shirt is torn
A sentence like “le duele su cabeza” sounds artificial. However, probably due to badly translated television movies, you can hear “dame tu mano” instead of “dame la mano” (give me your hand).
^ Spanish ^ | << Lesson 7 | Lesson 8 | Lesson 9 >>