OpenLLM-France/wikimedia huggingface dataset:
# ETD Guide/Introduction/Improving graduate education, and quality/expressiveness of ETDs
## Graduate Education

Around the globe, people have diverse views toward graduate students and graduate education. Some universities have strong advocacy for graduate students, often involving a graduate school and graduate dean. Others have no focus whatsoever on graduate students as a group, with all support thereof assumed to come by way of faculty mentors and advisors. Regardless of the local context; however, few would argue that graduate students should have fundamental knowledge and skills that will allow them to be effective researchers.

## ETDs in Graduate Education

Accordingly, the move toward ETDs aims to enhance graduate education in effective researching. Building on the fact that students learn best by doing, this move encourages students to create and submit their own ETDs, thus learning a bit about electronic publishing and digital libraries in the context of preparing a work that is of importance to them. In particular, they need to gain some knowledge and skill in electronic document preparation, understanding not only the superficial aspects of relevant tools, but also beginning to learn about such processes as archiving, preservation, cataloging, indexing, resource discovery, searching, and browsing.

## Aids in Communication

Furthermore, once students become exposed to electronic documentation preparation processes, they often become aware of aids to help them communicate. Tools can be utilized to help with figures and drawing, to assist with analysis and graphing, or to support sharing and interactive exploration of data (e.g., through spreadsheets or database management systems). Images can be prepared as thumbnails that go into the body of a document to help the reader, as well as in varying sizes and resolutions to promote in-depth analysis.

## Readership and Quality

Beyond these tools and aids, however, is the fact that authors spend more time when their likely readership is large. Students will tend to produce higher quality work, and faculty will demand better writing and clearer presentation of results, if the audience for a work numbers in the hundreds or thousands, as opposed to the common current situation where a mere handful will read the document. With ETDs leading to large numbers of accesses, many students and faculty will work hard to enhance quality beyond that commonplace prior to the advent of ETDs.
Next Section: Helping faculty
# ETD Guide/Introduction/Increasing sharing and collaboration among universities and students

As more and more ETDs become available at universities or through their agents, more and more students will draw upon the emerging digital library of ETDs. This will make it easier for students to learn of the work of other students. Contact is quite feasible since many ETDs include email addresses and other contact information, of faculty helpers/advisors at least if it is not feasible to track down a graduating student author. Once contact is made, it is possible to have further discussion of references, application of methodologies, reuse of datasets, and extension of prior work, as well as investigation of remaining open problems. This may lead to friendships, collaborations, joint publications, and other benefits. Such may expand beyond student-student relationships to also include faculty, groups, laboratory teams, and other communities.
Next Section: Enhancing access to university research
# ETD Guide/Introduction/Helping faculty

* A student's acquired expertise will not completely leave with that student but will remain to help bootstrap new students (and new interests of the faculty member).
* The efforts of students working with a faculty member can be known to a wider audience. This would provide publicity and enhanced visibility for the student and that student's lab and major professor.
* Students who know how to use tools, such as Microsoft Word's tracking or commenting features, are better prepared for future e-publishing; they can use these tools for future collaboration and mentoring, which should save the faculty member time with the reviews and revisions.
Next Section: Increasing readership of ETDs, communicating research results
# ETD Guide/Introduction/Helping universities develop digital library services & infrastructure

Many universities have little or no involvement in digital library efforts. Yet, it is clear that most universities will have digital library efforts as part of, or in addition to, conventional library efforts. Digital libraries are of particular value when distance education is involved or when a university has a number of far flung sites. They also can promote more flexible access to information (e.g., 24 hours/day, 7 days/week, from home or office, with no blocking because another person has borrowed a work).
Establishing an ETD program automatically moves a university into the digital library era. Free software available through NDLTD, or from NDLTD members, is available that allows a university to develop its own digital library. Setting up that digital library helps the university bring together the personnel and infrastructure required for other digital library projects, too. Though the demands are small, the digital library that emerges will force consideration of almost all of the key concerns of those who work with digital libraries. Also, since various sponsors interested in digital library technology are helping in many ETD projects, there will be a continual enhancement of the digital library services that relate to improving local infrastructure.
Next Section: Increasing sharing and collaboration among universities and students
# ETD Guide/Introduction/Minimize duplication of effort

One benefit of ETDs is a reduction in the needless repetition of investigations that are carried out because people are unaware of the findings of other students who have completed a TD. Except in unusual cases, masters’ theses are rarely reported in databases (e.g., very few, except those from Canada, appear in UMI services like Dissertation Abstracts). Few dissertations prepared outside North America are reported either. With a globally accessible collection of ETDs, students can quickly search for works related to their interest from anywhere in the world, and in most cases examine and learn from those studies without incurring any cost.
Next Section: Improve visibility
# ETD Guide/Introduction/Helping students be better prepared as knowledge workers

Most documents created today are prepared with the aid of computers. Many universities have "writing across the curriculum" programs, to ensure that students can create electronic documents that convey their knowledge and understanding, and demonstrate their ability to participate in the scholarly communication process. To function as effective knowledge workers, students must go beyond word processing skills that lead only to paper documents. They must learn to work with others, to share their findings by transmitting their results to others. This teamwork makes it feasible to collaborate, to co-author works, and thus to participate in research groups or teams, which are common throughout the research world (at the very least involving a faculty advisor and graduate student author). It also makes it pertinent for students to participate in common activities of modern researchers. Thus, they can be trained to submit a proposal electronically (e.g., as is required by the US's National Science Foundation) and to submit a paper to a conference (where papers are uploaded by authors, and downloaded by editors/reviewers, as part of the collection and selection activities).
Next Section: Helping students be original
# ETD Guide/Introduction/Helping students be original

Originality is a defining feature of academic research. Using new media can empower you to conduct research in new ways. As suggested by the Exemplary ETDs, you can incorporate streaming video, interviews of subjects and settings, which readers can then view, which could be particularly useful for a case study or ethnographically informed research. You can provide different reading pathways for multiple audiences. For example, inexperienced lay audiences can have a more simplified version of your study, whereas more technical audiences can have more detailed analysis and citations. The technology allows you to present your work in new and different ways. For example, in your research you can include audio, video, and animations. You can add spreadsheets, databases, and simulations. You can even create virtual reality worlds.
Next Section: Helping students network professionally
# ETD Guide/Introduction/Helping students network professionally

Having an ETD helps build your career. Your work is published in a timely manner, visible, and easily accessible. Timely publication makes your up-to-the-minute research instantly available. Upon publication, ETDs immediately become part of the NDLTD and are available for use by anyone having access to the Internet. Visibility allows people inside and outside of the academic arena to see and use your research. Just having an ETD can multiply the number of times your work is read. This exposure increases the possibilities that your work will be cited in others' publications, which adds to your prestige and can help your future advancement. Accessibility makes reading and using your work easy. Instead of having to request and await the arrival of a printed copy, your work immediately displays on a computer screen and can be printed on demand. By using today's communication tools wisely, you can save time and produce a more influential work. You can manage your information so you know where you’ve kept your notes; use powerful search tools to gather information and manage evaluations and revisions; and use interpretation tools for quantitative and qualitative documents.
Additional Resources:
Networking on the Network by Phil Agee
This is a 52000 word essay that Phil Agee wrote with the intention of “get[ting] it into the hands of every PhD student in the world.”
Next Section: Improving graduate education, and quality/expressiveness of ETDs
# ETD Guide/Introduction/Increasing readership of ETDs, communicating research results

Once a student embarks upon the process of creating an ETD, this student will be assured of a large increase in the number of readers. Such an audience emerges when ETDs are locatable because of searches using popular search engines and/or are available for other students as well as more advanced researchers to draw upon. Many look for the large bibliographies and comprehensive literature reviews found in ETDs. Others look for in-depth discussion of research methods. Some seek data sets to use for follow-up studies. A growing number of faculty use ETD collections as reference sources, saving space on their shelves or time required to walk to a library. Some also refer to ETDs in classes or in homework assignments, especially where there are important results and/or clear expressions of concepts and ideas.
Through such ETDs, students can communicate more effectively. Color figures are much easier to attain, in many situations, than those limited to black and white. Complex tables can be built, with sorting and subtotals incorporated, because of software tools. Spreadsheets or simulations help readers gain hands-on familiarity with data and analysis, promoting a deeper understanding. For those studying phenomena that could be characterized with color photos (using digital cameras or scanners), digital video sequences, audio files, medical images, or other digital representations. Thus, expanded and more effective communication of research results can be aided by usage of ETDs.
Once a student embarks upon the process of creating an ETD, that student can be assured of a one or more order of magnitude increase in the number of readers. Such an audience emerges when ETDs are locatable because of searches using popular search engines and/or are available for other students as well as more advanced researchers to draw upon. Many look for the large bibliographies and comprehensive literature reviews found in ETDs. Others look for in-depth discussion of research methods. Some seek data sets to use for follow-up studies. A growing number of faculty use ETD collections as reference sources, saving space on their shelves or time required to walk to a library. Some also refer to ETDs in classes, or in homework assignments, especially where there are important results and/or clear expressions of concepts and ideas.
At Virginia Tech, for example, many popular theses and dissertations are available to the public electronically. In 1996, there were 25,829 requests for ETD abstracts and 4,600 requests for ETDs themselves; by 1999 (January–August), there were over 143,056 requests for abstracts and 244,987 requests for ETDs. As of October 1999, the most popular ETD at VT had been requested over 75,000 times (see VT's download statistics at http://scholar.lib.vt.edu/theses/data/pdatah.htm).
Next Section: Helping universities develop digital library services & infrastructure
# ETD Guide/Introduction/Improve visibility

Once ETDs are collected on behalf of educational institutions, digital library technology makes it easy for works to be found. Through http://www.theses.org/, NDLTD directly makes ETDs available, and points to other services that facilitate such discovery. As a result, hundreds or thousands of accesses per year per work are logged, for example, according to reports from the Virginia Tech library regarding the ETDs it makes publicly accessible. As the collection of available ETDs grows and reaches critical mass, it is likely that it will be frequently consulted by the millions of researchers and graduate students interested in such detailed studies, expositions of new methodologies, reviews of the literature on specialized topics, extensive bibliographies, illustrative figures and tables, and highly expressive multimedia supplements. Thus, students and student works will become more visible, facilitating advances in scholarship and leading to increased collaboration, each made possible by electronic communication, across space and time.
Next Section: Accelerate workflow: graduate more quickly, make ETDs available faster to outside audience
# Chess/Puzzles/Directmates/Three-move 4

14. Starting from the following position, white starts and wins in three moves (white can castle). Left-click on a piece to move.
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
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| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Authored by Sam Loyd (1857).
Hint (0) - Check Answer (Enter)
# Chess/Puzzles/Directmates/Three-move 6/Solution

1. Rh2!! gxh2+
1... g2 leads to 2. Rh1 gxh1=Q+ 3. Qxh1#
2. Kf1! h1=Q+
3. Qxh1#
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
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| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
# Chess/Puzzles/Directmates/Three-move 3/Solution

1.Bb5! Kf7
1... Kd8 leads to 2.Qd6 Kc8 3.Ba6#
2.Kg5 Ke7
2... Kg8 leads to 3.Bc4#
3.Qf6#
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
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| | a | b | c | d | e | f | g | h | |
# Chess/Puzzles/Directmates/Three-move 4/Solution

1.Rf4! Kg3
1... Kxh1 leads to 2. Kf2 Kh2 3.Rh4#
2.0-0! Kh3
3.R1f3#
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
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| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
The alternative solution is:
1.Rhg1+ Kh3
1... Kh2 leads to 2. Rg5 (2.Rg6, 2.Rg7 or 2.g8 are also possible) Kh3 3. Rh1# (after 2... Kh3 3. Rh5, 3. Rh6, 3. Rh7 or 3. Rh8 are mates respectively)
2. Rf2! Kh4
3.Rh2#
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
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| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
# Chess/Puzzles/Directmates/Three-move 2/Solution

1.Kc4! Ka7
2.Qc7! Ka6
3.b8N#!
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
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| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
# Chess/Puzzles/Directmates/Three-move 3

13. Starting from the following position, white starts and wins in three moves. Left-click on a piece to move.
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Authored by D. Heyn (1889).
Hint (0) - Check Answer (Enter)
# Chess/Puzzles/Directmates/Three-move 5

Starting from the following position, white starts and wins in three moves.
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Authored by Sam Loyd
Solution
# Chess/Puzzles/Directmates/Three-move 5/Solution

1. d4 Kh5
If 1... Kg4 then 2. e4+ Kh4 3.g3#
2. Qd3, and
3.Qh3#
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Note that h4 is the only place on the board where the black king is mated so quickly.
# Chess/Puzzles/Directmates/Three-move 7

Starting from the following position, white starts and wins in three moves.
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Authored by G. Zhukov (1981).
Solution
# Chess/Puzzles/Directmates/Three-move 6

Starting from the following position, white starts and wins in three moves.
| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Authored by A. Bekorukov (1981).
Solution
# Elementary Spanish/Summer season
## Goals

By the end of this lesson, you will know words for the summer season.

## Lesson

Let's begin with some vocabulary building excercises.

### Exercise 1: Picture matching

[ Picture match activity]
This is an interactive lesson where your goal is to select the picture that matches the phrase at the top of the screen. If you click on the wrong picture it will gray out and you can click again to choose another picture. If you want to start the lesson over just reload the page.

### Exercise 2: Audio lesson

[Placeholder for audio lesson activity]
This is an audio lesson. You can either listen online and read the transcript as you go, or you can download the lesson and listen to it on your phone or music player.

### Exercise 3: Example dialogue
#### Synopsis

In the following dialogue, Lupe and her friend Carolina, discuss the weather as they plan out Lupe's upcoming birthday in August.

#### Dialogue

Lupe: Mi cumpleaños es en agosto.
Carolina: Que quieres hacer para tu día especial?
Lupe: Depende el la temperatura.
Carolina: Si cierto. Estamos en junio y ya esta muy caliente.
Lupe: Y las noches están muy cortas ya.
Carolina: Si no es un día muy bochornoso, vamos a bailar.
Lupe: Como que si no va estar bochornoso? Me imagino que va empezar a sofocar en calor en julio, como esta el calor ahora.
Carolina: Tienes razón. Mejor vamos a desayunar y luego al cine.
Lupe: Quizás. O también podemos tener una noche deshacía. No planeamos. nada.
Carolina: Suena muy bien.

### Vocabulary words

* June -junio
* July - julio
* August - agosto
* hot - caliente
* short night - noche corta
* slow day - noche despacio
* muggy- bochornoso
# Elementary Spanish/Supplemental lessons

Supplemental lessons on individual topics.
# Student Activities

1. In this Activity, define the verbs in their infinitive form. If they are shown in English, translate them to Spanish and vice versa.
Activity 1: Infinitive Verb Translations
2. For the second activity, use five of the verbs from this unit and write them in English, in short sentences. Then try to translate them to Spanish.
# Activity Guide: Articles and Nouns

This section includes suggestions for activities to use within the class for infinitive verb practice and subject pronouns.

## Activity 1

Partner Activity 1:

## Activity 2

Partner Activity 2:
# Elementary Spanish/Tradition:Unit1 studentActivity1
## Noun Review

For this review, you will match words with appropriate pictures to identify nouns used in the Tradition Unit.
Click here for Review Activity 1

## Activity 1: Identifying articles
### Traduzca el siguiente frases a Español: Translate the following phrases to Spanish:

1. The food 2. A restaurant 3. Some houses 4. The dinner 5. The apartments 6. A home 7. The parties 8 The friends 9. A family
________________________________________________________

### Pon el articulo correcto en el espacio: Put the correct article in the space:

1. _____ casa es grande.
2. Me gusta ________ restaurante. [I like]
3. Voy a _________ fiesta por mi amigo. [I'm going to] [ for my friend.]
4.
5.
6
# Activity Guide: Subject Pronouns and Infinitive Verbs
## Activity 1

Partner Activity 1: Ask students to identify the definitions of various verbs in a written dialogue.

## Activity 2

Partner Activity 2: Ask students to use the dialogue they just read to create a new one in pairs
# Elementary Spanish/Summer food
## Goals

By the end of this lesson, you will know summer food words.

## Lesson

Let's begin with some vocabulary building excercises.

### Exercise 1: Picture matching

Picture match activity
This is an interactive lesson where your goal is to select the picture that matches the phrase at the top of the screen. If you click on the wrong picture it will gray out and you can click again to choose another picture. If you want to start the lesson over just reload the page.

### Exercise 2: Audio lesson

[Placeholder for audio lesson activity]
This is an audio lesson. You can either listen online and read the transcript as you go, or you can download the lesson and listen to it on your phone or music player.

### Exercise 3: Example dialogue
#### Synopsis

In the following dialogue, three friends, Diego, Enrique and Lupe decide what they are going to buy from the supermarket on a hot summer day.
Use context clues to figure out what “jugosa” might mean.

#### Dialogue

Diego: ¿Vamos al supermercado?
Enrique: Si. Se me antoja algo fresco.
Lupe: ¡Que rico! Yo quiero fruta fresca.
Diego: ¿Que tipo de fruta fresca?
Enrique: ¿Bayas? ¿Ciruelas? ¿Uvas?
Lupe: No. Yo quisiera sandía, fresas y kiwi.
Diego: Yo quiero una nectarina dulce y jugosa
Enrique: Yo me voy hacer un jugo de naranja y mango.
Diego: Hay que parar de imaginar. Vamonos Enrique. Pronto regresamos Lupe.
Enrique: Adiós.

### Vocabulary words

* ice cream - nieve
* watermelon - sandia
* berries - bayas
* fresh fruit – fruta fresca
* strawberries - fresas
* grapes - uvas
* nectarine – nectarina
* plum – ciruela
* orange juice – jugo de naranja