OpenLLM-France/wikimedia huggingface dataset:
# Final Fantasy VII/Preface/Story/After the game
## What happened to the playable characters?

Cloud Strife: Cloud lived with Tifa and Marlene in the new town of Edge, built on the edge of the ruins of Midgar. Cloud started a delivery service, however, he was still overcome with guilt because of his failure to save Aerith. Cloud then snuck out on Tifa and Marlene, wanting to be alone in his misery.
Tifa Lockhart: Lived with Cloud and Marlene in Edge. Opened up a new Seventh Heaven bar in the town.
Barret Wallace: Left his daughter Marlene in the care of Tifa and Cloud while he went to take care of his personal demons, and to find a new energy source to replace Mako.
Nanaki: Returned to Cosmo Canyon.
Cid Highwind: Married Shera and gained legendary status as an airship pilot. Started up an airship division to aid the World Restoration Organization.
Cait Sith/Reeve: Started up the World Restoration Organization, charged with restoring the planet after the evils of Shinra Inc. and the Meteor Incident.
Yuffie Kisaragi: Helped in the evacuation of Midgar along with Vincent and Reeve before Meteor impacted. Afterwards, returned to Wutai.
Vincent Valentine: Helped in the evacuation of Midgar along with Yuffie and Reeve before Meteor impacted. Afterwards, roamed the world, spending most of his time in the Ancient Forest to reflect on his past sins.
# Common Lisp/External libraries/Extended Binding
## Binding with Metabang-Bind

Metabang-Bind combines several of the different lexical binding techniques into one facility. The types of binds it currently supports are LET, DESTRUCTURING-BIND, MULTIPLE-VALUE-BIND, binding on property lists, binding to structure slots, binding to class slots (with the option of using accessors), and destructuring arrays. In addition, BIND is also extensible via CLOS, so you can introduce your own binding methods.

### Further reading

* http://common-lisp.net/project/metabang-bind/ Homepage
* http://common-lisp.net/project/metabang-bind/user-guide.html User manual

## Anaphoric macros with Anaphora

Anaphora is a library of macros that implement anaphoric control structures. An anaphoric structure is one that implicitly binds a previous result. The meaning of this binding is found by looking at the context of the expression. As an example from the English language, consider the sentence, "Pick up the ball and throw it." It's quite clear that you would never say "Pick up the ball and throw the ball," as that would be redundant. However, most computer languages require you to express your thoughts in this redundant manner, as in:
Now if the pseudo-predicate PSEUDO-P was really computationally intensive, you might not want to evaluate it twice. In such a case, you would probably end up binding the original result and using it later, like this:
This is basically all that anaphoric structures gain you, but it can be quite convenient and creates code that is closer to how you would explain the procedure to a friend rather than a computer. With anaphora, one could write the example above as:
Anaphora also includes anaphoric versions of WHEN, UNLESS, COND, CASE, TYPECASE and a few others.
Anaphora also offers the idea of symbolic anaphoric structures. In these macros, the predicate form is saved, instead of its return value. This means that IT can act as a place in a SETF expression.

### Further reading

* http://common-lisp.net/project/anaphora/ Homepage
# Common Lisp/External libraries/Hunchentoot

Hunchentoot is a web application server written in Common Lisp.

## Quick start
### Installing with ASDF

Installing Hunchentoot on ASDF-enabled systems. The next command installs Hunchentoot and all dependencies.

### Generating a simple Web page

Start the server:
The generated image is available on http://localhost:4242/hello-world.

## Serving dynamic graphics

This example shows how to generate PNG images with Vecto and serve them with Hunchentoot.
First step: load external dependencies
Second step: declare a package
Add a simple prefix dispatcher to the *dispatch-table*:
The img-page function expects HTTP parameter height containing an integer value and generates a PNG image height pixels height. If the parameter is not specified a default value of 150 is used.
Start the server:
The generated image is available on http://localhost:4242/img. Try to change the height: http://localhost:4242/img?height=350

## References

* ↑ http://xach.com/lisp/vecto/

## See also

* http://weitz.de/hunchentoot/ — Hunchentoot homepage
* http://www.cliki.net/hunchentoot — Common Lisp Wiki entry for Hunchentoot
* LispCast: Writing a simple Reddit clone in Common Lisp
# Common Lisp/External libraries/McCLIM

McCLIM is an open source, free software implementation of the Common Lisp Interface Manager specification (CLIM), licensed under the GNU Lesser General Public License (LGPL). CLIM is a powerful toolkit for writing GUIs in Common Lisp.
CLIM is a very complicated specification, as evidenced by the ~100 pages dedicated to the McCLIM manual, which is still a work in progress, and a build time of the better part of an hour. Keep in mind that this system is by far the largest library we have encountered. However, for all of its size and intricacies, it is extremely flexible.

## CLIM Applications

There are several CLIM applications available.
* Climacs - An Emacs like editor
* Beirc - An IRC client
* GSharp - A program for writing musical scores
* Closure - A web browser

## Further Reading

* http://common-lisp.net/project/mcclim/ McCLIM Homepage
* http://bauhh.dyndns.org:8000/clim-spec/index.html CLIM Specification
# Common Lisp/External libraries/Funds

Funds defines several “functional” data structures for Common Lisp. Functional data structures, also sometimes known as persistent data structures, are data structures that are immutable, or do not modify their contents. Instead of modifying, they creates a new object which has some changes in it, but is otherwise the same as the old. This may seem inefficient, but the new object is created in such a way that it shares much of its contents with the old object, making this a cheap operation. By using these techniques, functional data structures can come close to providing the same performance as mutable data structures but without the added complexity of mutable state.
One functional data structure that every Lisp programmer is familiar with is the list. While a list can be destructively modified, it isn't in standard usage, and operations on lists produce new lists that share structure with the original list. For instance, you can CONS an element onto the head of a list and the list returned shares the entire old list but with a new head tacked in front of the old one.
Functional data structures are particularly useful for multiprocessing applications as they can remove the danger of one process changing a shared data structure in a way that invalidates that structure for another processes.

## Further reading

http://common-lisp.net/project/funds/ Homepage
# Common Lisp/External libraries/CXML

Closure XML (CXML) is an XML parser written in Common Lisp.

## Further reading

http://common-lisp.net/project/cxml/ CXML Homepage
# Common Lisp/External libraries/Drakma

Drakma is a fully-featured web client (implemented in Common Lisp) that knows how to handle HTTP/1.1 chunking, persistent connections, re-usable sockets, SSL, continuable uploads, file uploads, cookies, and other things. With Drakma, you can make HTTP requests.

## Further Reading

http://www.weitz.de/drakma/ Drakma Homepage
# Common Lisp/External libraries/Iterate

Iterate provides an English language like iteration mechanism much like the Common Lisp LOOP facility. This raises the question - why use iterate when you have LOOP built in? The best reason for using Iterate is for its extensibility. LOOP is quite static, but Iterate can be extended to iterate over your own data structures, for instance.

## Standard use

As you will see, the syntax of Iterate is very much like LOOP. In fact, it is often a good idea to think of Iterate as LOOP with parentheses. The parentheses are purely aesthetic. The main idea behind the parentheses is to provide hints to text editors for how the syntax should be formatted and to make it easier to write extensions.
* FOR loops
For a list of all iterate constructs, use the function DISPLAY-ITERATE-CLAUSES.

## Extending Iterates Functionality

In order to extend Iterate you need to write a new driver.

### DEFMACRO-CLAUSE
## Iterate “gotchas”

Binding done by the iterate in the FOR driver is actually done via a SET. This means that you have to pay extra attention to these bound variables when you collect a series of closures. Unless you explicitly make a lexical binding, the closure will close over the variable that iterate is mutating. In the end, you will get a collection of closures that all have the binding that iterate exited on.
Don't do this:
Do this:
You should note that LOOP behaves the same way.

### Further reading

* http://common-lisp.net/project/iterate/doc/index.html Iterate Manual
# Dutch/Vocabulary/Politeness/quiz

Fill out all the questions, then push the button at the bottom to see how well you did. Good luck!
# Dutch/Vocabulary/Prepositions

Prepositions and their corresponding adverbs are hard to represent visually, but here are a few of the most important ones. A fuller description on how they are used, e.g. in compounds like pronominal adverbs or separable or inseparable adverbs can be found in Lesson 17
| noicon achternoicon voor | noicon bij | noicon buitennoicon binnen | noicon doornoicon doorheen | noicon met noicon zonder |
| noicon naast | noicon bovennoicon onder | noicon op | noicon over | noicon raak noicon mis |
# Dutch/Vocabulary/Survival kit

According to some psycholinguists these are the 56 most basic words to learn. (Actually the author added two to the set -man,woman- to arrive at a nice table)
Study them well! They are worth the effort.
Click on the arrow to hear the pronunciation. The words themselves are linked to the Dutch wiktionary. Use the links for more information.
Once you think you know all the words, go to the self test pages to test your new vocabulary.
You can also review with Quizlet.
    Dutch/Vocabulary/Survival kit/zelftest nld-eng
    Dutch/Vocabulary/Survival kit/zelftest eng-nld
| - ik - I | - jij - you | - iemand - someone | - mensen - people | - iets - something | - ding - thing | - denk - think |
| - weet - know | - wil - want | - voel - feel | - hoor - hear | - zijn - be | - is - is | - man - man |
| - er is - there is | - zet - put | - leven - to live, life | - dood - death, dead | - wanneer - when | - tijd - time | - voor - before, for |
| - na - after | - lang - long | - kort - short | - moment - moment | - waar - where | - plaats - place | - vrouw - woman |
| - hier - here | - boven - above | - beneden - below | - ver - far | - dichtbij - close | - kant - side | - aanraken - touch |
| - niet - not | - misschien - maybe | - kan - can | - omdat - because | - als - if | - erg - very | - meer - more |
| - een - one, a | - twee - two | - veel - much, many | - al - all | - goed - good | - slecht - bad | - groot - big |
| - klein - small | - soort - kind (of) | - deel - part (of) | - dit - this | - zelfde - same | - zoals - like | - ander - other |
# Dutch/Vocabulary/School
## Dutch Vocabulary (School)

het noicon bord - board :
| het noicon krijt - chalk | het noicon lezen - reading | het noicon schrijven - writing | het noicon rekenen - arithmetic | de noicon wiskunde (v.) - mathematics |
| de noicon driehoek (m.) - triangle | de noicon cirkel (m.) - circle | noicon evenwijdig - parallel | noicon loodrecht - perpendicular | de noicon geschiedenis (v.) - history |
| de noicon aardrijkskunde (v.) - geography | de noicon gymnastiek (v.) - phys. ed. | het noicon rapport - grade summary | het noicon proefwerk - test | de noicon vakantie (v.) - vacation |
# Dutch/Vocabulary/Survival kit/zelftest eng-nld

Pick a word at random and say the translation in Dutch, then hover your mouse over the word and see if your are right.
| I | you | someone | people | something | thing | think |
| know | want | feel | hear | be | is | man |
| there is | put | to live, life | death, dead | when | time | before, for |
| after | long | short | moment | where | place | woman |
| here | above | below | far | close | side | touch |
| not | maybe | can | because | if | very | more |
| one, a | two | much, many | all | good | bad | big |
| small | kind (of) | part (of) | this | same | like | other |
# Dutch/Vocabulary/Politeness
## Phrases

Of course there are many polite phrases, some used in one situation, some in another. Here are a few common ones. Listen to the audio. Try to say them yourself and check your knowledge in the quiz.
| Bedanken | Thanking |
| noicon Dank u wel | Thank you |
| noicon Hartelijk dank | Thank you very much |
| noicon Met vriendelijke groeten | Sincerely |
| noicon Veel liefs | With love |
| noicon Nogmaals dank | Thanks again |
| noicon Bedankt! | Thanks |
| noicon Geen dank noicon Graag gedaan | No problem, you are welcome |
| Zich verontschuldigen | Apologizing |
| noicon Neemt u mij niet kwalijk (maar...) | Excuse me (but...) |
| noicon Excuseert u me | Excuse me |
| noicon Sorry | Sorry |
| noicon Het spijt me werkelijk | I am so sorry |
| noicon Meneer X laat zich verontschuldigen | Mr. X apologizes for his absence |
| De reaktie op een excuus | Reaction to an apology |
| noicon Dat geeft niet! | That's alright |
| noicon Het doet er niet toe! | It doesn't matter |
| noicon Het is niet erg! noicon Zo erg is het niet! | It is no problem |
| Beleefdheidsformules | Politeness formulas |
| noicon Hoe maakt u het ? | How do you do? |
| noicon Hoe gaat het met u? | How are you doing? |
| noiconGoed, dank u ... en u? | Well, thank you ... and you? |
| noicon Mag ik u mijn echtgenote voorstellen? | May I introduce my spouse |
| noicon Aangenaam! | It's a pleasure |
| noicon Hij kan niet komen. | He cannot come. |
| noicon Wat jammer! | What a pity! |
| noicon Gaat u voor / Na u. | Go ahead ... after you. |
| noicon Mag ik u uit uw jas helpen? noicon Alstublieft | May I take your coat? Yes, thank you |
| noicon Mag ik u iets te drinken aanbieden? | May I offer something to drink? |
| noicon Graag een kopje koffie. | A cup of coffee please. |
| noicon Hindert het niet als ik rook? | Doesn't it bother no if I smoke?. |
| noicon Volstrekt niet noicon helemaal niet. | Not at all. |
| noicon Het spijt me werkelijk! | I am terribly sorry! |
| noicon Dat geeft niets. | It doesn't matter. |
| noicon Ik moet om 3 uur in Gent zijn. | I have to be in Ghent at 3 o'clock |
| noicon Ik houd u niet langer op. | I won't keep you any longer. |
| noicon Dank u wel voor de inlichtingen. Graag gedaan! | Thank you for the information. It was a pleasure |
| noicon Doet u de groeten aan uw moeder. noicon Zal ik doen. | Say hi to your mother for me Will do |
| noicon Prettig weekeinde. noicon Jij ook! | Have a nice weekend. Same to you! |
| noicon Kan ik u helpen? noicon Laat u maar. | Can I help you? It's alright. Don't bother |
| noicon Smakelijk (eten) | (said at the beginning of a meal) |
| noicon Moge het u wel bekomen! | (said at the end of a meal) |
| noicon Veel plezier | Have fun |
| noicon Gelukkige verjaardag | Happy birthday |
| noicon Gelukkig Nieuwjaar | Happy Newyear |
| noicon Vrolijk Kerstfeest | Merry Christmas |
| noicon Vrolijk Pasen | Happy Easter |
| noicon Gefeliciteerd! / noicon Proficiat! | Congratulations |
| noicon Mijn innige deelneming | My condolences |
| noicon Veel succes! | Good luck! |

## Quiz

* quiz
# Dutch/Vocabulary/Sport

noicon :
| zwemmen | polsstokspringen | wandelen | fietsen | wielrennen |
| noicon | noicon | noicon | noicon | noicon |
| voetballen | roeien | worstelen | korfballen | gewichtheffen |
| noicon | noicon | noicon | noicon | noicon |
| plankzeilen | schaatsen | duiken | schoonspringen | skiën |
# Dutch/Vocabulary/Survival kit/zelftest nld-eng

Pick a word at random, say what it means in English, then hover your mouse over the word to make sure you were right.
| ik | jij | iemand | mensen | iets | ding | denk |
| weet | wil | voel | hoor | zijn | is | man |
| er is | zet | leven | dood | wanneer | tijd | voor |
| na | lang | kort | moment | waar | plaats | vrouw |
| hier | boven | beneden | ver | dichtbij | kant | aanraken |
| niet | misschien | kan | omdat | als | erg | meer |
| een | twee | veel | al | goed | slecht | groot |
| klein | soort | deel | dit | zelfde | zoals | ander |
# Educational Technology Innovation and Impact/Virtual Learning Environments/Assessment Tools

Assessment Tools
The process of assessment in the context of learning can be defined as; An act of judgement of a person or situation or event leading to an evaluation or rating.
To assist in the process of assessment and to allow us to make better judgements, assessment tools have and continue to be developed and refined. Assessment can take many forms;
* Case studies • Direct Observation • Examination • Multi-choice Test • Performance Projects • Practical Projects • Problem Sheets • Simulations • Essays • Oral Questions • Portfolios • Presentations • Projects • Short Answer Questions
For the purpose of this entry we can focus on the assessment tools that are more readily available on-line.
Paperless Portfolio
The paperless electronic portfolio enables learners following an NVQ qualification to receive the NVQ standards that they are working towards on a CD along with any relevant policy and procedures. It gives the learner a resource to record all of their evidence of assessment. The evidence is digitally transposed into the portfolio and can include digital pictures and sound recording. The technology is able to authenticate the work to ensure that it is original and authentic. If this technology is used widely it will provide a quick and economically friendly system.
Multiple choice Tests
An advantage of on-line multiple choice tests is that they can be graded and marked in a fraction of the time taken using a descriptive answer questionnaire. The setting up of multiple choice tests take longer than descriptive tests but done properly the results compare favourably. The negative aspect is that a multiple choice test does allow an amount of guessing and can result in unexpected grades. An example of an on line test can be accessed below. Driving Theory Test
Simulation
Computer Simulations can represent real or imaginary situations; they allow users to experience things that would be difficult or impossible to do normally. Simulation is particularly useful when carrying out a task would be too dangerous or expensive or when the desired result would take too long to produce. A good example of where simulation can be applied is in the area of design. Simulation allows the user to create and change designs as often as required yet allows the user to view an end product at little cost or effort compared to doing it for real. Garden design can be accomplished through simulation with good results click the link below to try it out.
Design a garden
These are just a few examples of the Assessment Tools that are available to on-line users.
# Educational Technology Innovation and Impact/Virtual Learning Environments/Managed Learning Environments

A Managed Learning Environment (MLE) goes one stage further than a Virtual Learning Environment (VLE) by providing facilities for managing, tracking and delivering teaching and learning (LSC Website 2006)
So what is an MLE? A Managed Learning Environment is a term that started to be used around 1999. Using the University/educational establishment scenario an example an MLE is; “MLE is the taking advantage of the potential of new technology based learning environments to integrate information systems around the learner. These learners may be working in different modes at different times, on campus, off campus, part time or full time. To support this, information systems will need to be student centred and fully accessible from multiple locations. They will need to be integrated at multiple levels, ensuring interoperability between administrative and financial systems, learning support and learning environments, and between collaborating institutions.” (JISC website 2006)
Before thinking of setting up an MLE, organisations or institutions need to be aware of what is involved and may want to ask themselves a series of questions. For example who will the MLE benefit? and what will the overall cost be to the organisation? If it is to be used as part of the learning process what will be the direct benefits to the end user i.e. the student?
Furthermore the main question that needs addressing is what will be the actual benefit to the working relationships of the different departments in a college/university structure. For e.g. Student Records, Admissions and ICT department and more importantly Blackboard where students are using a VLE to communicate with their peers and lecturers on a day to day basis and to access course work.
The Joint Information Systems Committee (JISC) offer a useful toolkit in order to address some of the fundamental issues that need to be overcome when setting up an MLE. The following link takes you to the toolkit; [1]
So what are the overall advantages of setting up an MLE? JISC were commissioned to carry out a study in 2002, it was completed recently and one of the top three advantages that came through was the access to learning has been made much wider. On the downside one of the main disadvantages is the cost and time involved of implementing such a huge system.
References; http://www.jisc.ac.uk (accessed 6 April 2006) http://www.lsc.gov.uk (accessed 6 April 2006)