OpenLLM-France/wikimedia huggingface dataset:
# Programming Fundamentals/Arrays/Defined-Value Arrays

An array is a data structure consisting of a collection of elements (values or variables), each identified by at least one array index or key. This activity introduces arrays with values assigned as the arrays are defined. This activity will help you understand how to use arrays in a program.

## Objectives

* Understand array concepts
* Understand how array values may be defined in a program.
* Use a for loop to display array values.

## Prerequisites

Learners should already be familiar with for loops and the syntax for defining array values in their preferred programming language.

## Introduction

Review the following pseudocode.

### Questions

* What syntax is used to define array elements in your preferred programming language?
* What syntax is used to reference array elements in your preferred programming language?
* What number is used to reference the first element in an array?
* What number is used to reference the last element in an array?

## Activity

With a partner, use Repl.it or your preferred integrated development environment (IDE) to create a program based on the pseudocode above.
* Start by declaring an array with five values: “F”, “D”, “C”, “B”, and “A”.
* Create a for loop to display the array values.
* Save the program.
* Test the program to verify that it works correctly.
* Trade places, so that both partners have an opportunity to "drive" the programming environment.
* Modify the program to change the values in the array.
* Modify the program to increase the number of values in the array.
* Modify the program to decrease the number of values in the array.
* Experiment with using the wrong starting or ending index values in the for loop (For example, 1 to 5 rather than 0 to 4).
* Working together, create a list of changes that might be made to use arrays in programs you've already written. What parts could be replaced with an array?

## Applications

* Identify specific steps which must be followed when creating a program using arrays.
* Discuss your activity experience with your classmates. What surprised you? What have you learned that you can apply to your own school or work environment?
# Programming Fundamentals/Arrays/Dynamic Arrays

A dynamic array is a random access, variable-size list data structure that allows elements to be added or removed. This activity introduces dynamic arrays. This activity will help you understand how to use dynamic arrays in a program.

## Objectives

* Understand dynamic array concepts
* Understand how dynamic array elements are added in a program.
* Use a for loop to assign and display array values.

## Prerequisites

Learners should already be familiar with fixed-length arrays and the syntax for using dynamic arrays in their preferred programming language.

## Introduction

Review the following pseudocode.

### Questions

* What syntax is used to define dynamic arrays in your preferred programming language?
* What syntax is used to add dynamic array elements in your preferred programming language?

## Activity

With a partner, use Repl.it or your preferred integrated development environment (IDE) to create a program based on the pseudocode above.
* Start by declaring an empty dynamic array.
* Create a for loop to input three values into the array.
* Create a for loop to display the array values.
* Save the program.
* Test the program to verify that it works correctly.
* Trade places, so that both partners have an opportunity to "drive" the programming environment.
* Modify the program to increase the number of values in the array.
* Modify the program to decrease the number of values in the array.
* Experiment with using the wrong starting or ending index values in the for loop (For example, 1 to 3 rather than 0 to 2).
* Working together, create a list of changes that might be made to use dynamic arrays in programs you've already written. What parts could be replaced with a dynamic array? When should a dynamic array be used rather than a fixed-length array?

## Applications

* Identify specific steps which must be followed when creating a program using dynamic arrays.
* Discuss your activity experience with your classmates. What surprised you? What have you learned that you can apply to your own school or work environment?
# Programming Fundamentals/Arrays/Fixed-Length Arrays

A fixed-length array is an array for which the size or length is determined when the array is created and/or allocated. This activity introduces fixed-length arrays. This activity will help you understand how to use fixed-length arrays in a program.

## Objectives

* Understand fixed-length array concepts
* Understand how fixed-length array values are assigned in a program.
* Use a for loop to assign and display array values.

## Prerequisites

Learners should already be familiar with defined-value arrays and the syntax for defining fixed-length arrays in their preferred programming language.

## Introduction

Review the following pseudocode.

### Questions

* What syntax is used to define fixed-length arrays in your preferred programming language?
* What syntax is used to reference array elements in your preferred programming language?
* What syntax is used to assign a value to an array element in your preferred programming language?
* What number is used to reference the first element in an array?

## Activity

With a partner, use Repl.it or your preferred integrated development environment (IDE) to create a program based on the pseudocode above.
* Start by declaring an array with a fixed length of three.
* Create a for loop to input values into the array.
* Create a for loop to display the array values.
* Save the program.
* Test the program to verify that it works correctly.
* Trade places, so that both partners have an opportunity to "drive" the programming environment.
* Modify the program to increase the number of values in the array.
* Modify the program to decrease the number of values in the array.
* Experiment with using the wrong starting or ending index values in the for loop (For example, 1 to 3 rather than 0 to 2).
* Working together, create a list of changes that might be made to use fixed-length arrays in programs you've already written. What parts could be replaced with a fixed-length array?

## Applications

* Identify specific steps which must be followed when creating a program using fixed-length arrays.
* Discuss your activity experience with your classmates. What surprised you? What have you learned that you can apply to your own school or work environment?
# Psycholinguistics/Semantic processing of syntactic structure in sentence comprehension

Semantic Processing of Syntactic Structure in Comprehension: The Differences and Similarity of Semantic and Syntactic in Chinese and English
The purpose of this research paper is to explore the differences and similarity of semantic and syntactic in Chinese and English. I will talk about the main differences of Chinese and English. Such as English is alphabetic language and it associates with phonemes. Chinese is morphological language which is structured by graphic units. Also these two languages have very different grammar systems. All these differences can effect how brain processes information. (200 words)
Part 1: I will talk about differences and similarity of semantic and syntactic in Chinese and English. (1200 words).
* Briefly explain the grammar systems in Chinese, what is the differ from English.
* How researchers design studies to find the processing in English speakers.
* How researchers design studies to find the processing in Chinese speakers.
* Compare the results from these studies, and find what are the differences and similarity.
Part 2: I will briefly talk about brain activation in the processing of Chinese and English. (300words)
* English: left hemisphere, special for right hand people.
* Chinese: more activate in right parts of brain. Different part of the right brain work together to process information.
Part 3: Discussion (300 words )
* Talk about the value of doing these types of research.
* The limitations of the contemporary studies.
* Future directions.
# Spanish 2

Welcome to Spanish 2! You've already begun to understand, speak, read and write in Spanish. You've also learned about Spanish-speaking countries and their cultures. In Spanish 2 you'll be using and building what you learned in your first year of Spanish.
* Review
* Chapter 1 (Classroom Events)
** Including cultural insight on Mexico City
* Chapter 2 (Free Time)
** Including cultural insight on comparison of school in the United States and Hispanophone countries
* Chapter 3 (Daily Activities)
** Including cultural insight on ponchos
* Chapter 4 (Fashion)
** Including cultural insight on parties
* Chapter 5 (Errands)
** Including cultural insight on open-air markets
* Chapter 6 (On the Road)
** Including cultural insight on neighborhoods
* Chapter 7 (Childhood)
** Including cultural insight on childhood songs
* Chapter 8 (Celebrations)
** Including cultural insight on Día de los Reyes Magos
* Chapter 9 (Emergencies)
** Including cultural insight on legends
* Chapter 10 (Accidents)
** Including cultural insight on Social Security and healthcare
* Chapter 11 (Television)
** Including cultural insight on television guides
* Chapter 12 (Movies)
** Including cultural insight on foreign language movies
* Chapter 13 (Cooking)
** Including cultural insight on tortillas
* Chapter 14 (Picnics)
** Including cultural insight on outdoor eating
* Chapter 15 (Planning a trip)
** Including cultural insight on travel documents
* Chapter 16 (Traveling)
** Coming soon
* Addendum (Verbs)
** Including tables of regular and irregular verbs.
# Spanish 2/Chapter 13 (Cooking)
## Chapter 13 (Cooking)
### Kitchen items

* aceite - cooking oil
* azafrán - saffron
* ajo - garlic
* caldo - broth
* camarón - shrimp
* cebolla - onion
* especia - spice
* estufa - stove
* fregadero - sink
* fuego - fire, heat
* harina - flour
* horno - oven
* mariscos - shellfish
* masa - dough (for breads or cakes)
* microondas - microwave
* olla - pot
* pedazo (de) - piece, slice of
* queso - cheese
* refrigerador - freezer
* salsa - sauce, salsa, gravy (of meat)
* salsa de soya - soy sauce
* sartén - frying pan
* vinagre - vinegar

### Recipe instructions

* añadir - to add
* no añadas - don't add
* batir - to beat
* calentar - to heat
* cucharada - tablespoon
* freír - to fry
* hervir - to boil
* ingrediente - ingredient
* mezclar - to mix
* pelar - to peel
* picar - to chop
* probar - to taste, to try
* receta - recipe
Note: Calentar has a stem-change of e to ie. Freír has stem-change of e to i. Hervir has stem-changes of e to ie and e to i.

### Preparing food

* al horno - baked
* apagar - to turn off
* caliente - hot
* ¿Cómo se hace...? - How do you make...?
* ¿Con qué se sirve? - What do you serve it with?
* congelado(a) - frozen
* dejar - to leave, to let
* no dejes - don't leave, don't let
* encender - to turn on, to light
* enlatado(a) - canned
* fresco(a) - fresh
* frito(a) - fried
* olvidarse de - to forget about/to
* no te olvides - don't forget about/to
* tirar - to spill, to throw away
* no tires - don't spill, don't throw away

### Other expressions

* se puede - you can

### Negative tú commands

To tell someone what not to do, use a negative command by dropping the -o of the present-tense yo form and add -es for -ar verbs and adding -as for -er and -ir verbs.
* No hables. - Don't speak.
* No comas. - Don't eat.
* No escribas. - Don't write.

### Irregular negative tú commands

Some verbs have irregular negative tú commands.
* no des - Don't give.
* no estés - Don't be.
* no vayas - Don't go.
* no seas - Don't be.

### Etc.

* paella - saffron rice dish with seafood, meat, and/or other ingredients (originated in Spain)
* tortilla - flat roundbread made with flour or corn flour (originated in Mexico and Central America)
* taco - folded tortilla stuffed with meat, cheese, beans, and/or other ingredients (originated in Mexico)

### Cultural insight (Tortillas y tacos)

Tortillas have long been a staple food in Mexico and Central America. These flatbreads are made from either corn flour or wheat flour. In Mexico, tortillas can be made into tacos, which are tortillas folded and stuffed with chicken or beef, vegetables, cheese, and chile. Tortillas originated from the Aztecs who once ruled a vast empire covering the southern half of Mexico and a part of northern Guatemala until the Spanish invasion of Mexico in 1519. Corn is a plant that originated in the Americas and its name in Nahuatl (the Aztec language) is toconayao.
Today tortillas are very popular in the United States and are becoming more common in supermarkets as fresh or packaged. Tacos are also very popular worldwide and are seen as the international dish representing Mexico.
# Spanish 2/Chapter 14 (Picnics)
## Chapter 14 (Picnics)
### Outdoors

* al aire libre - outdoors
* cielo - sky
* dar una caminata - to take a walk
* dentro de - inside
* fuera - outside
* hormiga - ant
* mosca - fly
* nube - cloud
* piedra - rock
* sendero - trail
* suelo - ground, trail

### Eating outdoors

* fogata - bonfire
* fósforo or cerilla - match
* hacer una parrillada - to have a barbecue
* leña - firewood
* a la parrilla - on the grill
* puesto - stand

### Foods

* aguacate - avocado
* asado(a) - grilled
* asar - to grill
* bistec - steak
* carne de res - beef
* cereza - cherry
* cesta - basket
* chuleta de cerdo - pork chop
* durazno - peach
* frijoles - beans
* harina - flour
* maíz - corn
* mayonesa - mayonnaise
* melón - melon
* mostaza - mustard
* olor - smell, odor
* pavo - turkey
* piña - pineapple
* sabor - taste
* salsa de tomate - ketchup
* sandía - watermelon

### Describe foods and the outdoors

* dulce - sweet
* grasoso(a) - fatty
* mojado(a) - wet
* picante - spicy
* seco(a) - dry

### Other words

* acompañar - to accompany

### Using usted and ustedes commands

To form an Ud. or Uds. command, drop the -o of the present-tense yo form and add -e and -en for -ar verbs and -a and -an for -er and -ir verbs.

#### Regular Ud. and Uds. commands

* preparar: prepare(n) - prepare
* comer: coma(n) - eat
* servir: sirva(n) - serve

#### Irregular Ud. and Uds. commands

* dar: dé, den - give
* estar: esté, estén - be
* poner: ponga, pongan - put
* ir: vaya, vayan - go
* ser: sea, sean - be
* tener: tenga, tengan - have
* traer: traiga, traigan - bring

### Using por in sentences

* To indicate length of time or distance
* To indicate movement through, along, or around
* To indicate an exchange of one thing for another
* To indicate reason or motive
* To indicate a substitution or action on someone's behalf
* To indicate means of communication or transportation

### Vocabulario adicional
#### Foods

* aceite de oliva - olive oil
* ají - pepper, a hot sauce made with this pepper
* apio - celery
* calamares - squid
* chorizo - sausage
* ciruela - plum
* cordero - lamb
* espárragos - asparagus
* espinacas - spinach
* fruta de estación - seasonal fruit
* hígado - liver
* langosta - lobster
* pepino - cucumber
* ternera - veal
* toronja - grapefruit

#### Tastes

* agrio(a) - bitter
* cocido(a) - cooked
* crudo(a) - raw
* jugoso(a) - juicy
* salado(a) - salty

### Cultural insight (Comida al aire libre)

Throughout the Spanish-speaking world vendors and food stands make it clear: outdoor eating is very popular among the people. From tamales in Mexico to churros in Spain to fresh fruit anywhere eating outdoors is a favorite. Some dishes are also served with main dishes, such as rice and beans. Eating outdoors is popular among locals because the food is cheap, delicious, and usually prepared faster than at restaurants.
# Spanish 2/Chapter 11 (Television)
## Chapter 11 (Television)
### Sports events

* aficionado(a) - fan
* al final - at the end
* aplaudir - to applause
* atleta - athlete
* campeón, campeona - champion
* campeonato - championship
* competencia - competition
* competir - to compete
* empate - tie
* entrenador, entrenadora - coach, trainer
* fenomenal - phenomenal
* jugador, jugadora - player
* liga - league
* meter un gol - to score a goal
* perder - to lose
* por...vez - for the...time
* resultar - to result, to turn out
* tanteo - score
* último(a) - last, final
Note: Atleta is both a masculine and feminine noun. Competir is a stem-changing verb from e to i. Perder is a stem-changing verb from e to ie.

### Contests

* auditorio - auditorium
* comentario - commentary
* concurso de belleza - beauty contest
* entrevista - interview
* entrevistar - to interview
* un millón/millones de - a million/millions of
* premio - prize
* presentador, presentadora - presenter
* público - audience
* reina - queen

### Feelings

* aburrirse - to get bored
* agitado(a) - agitated
* alegre - happy
* emocionado(a) - excited, emotional
* enojado(a) - angry
* enojarse - to get angry
* furioso(a) - furious
* ponerse + adjective - to become
* volverse loco(a) - to go crazy
Note: Volverse has a stem-change of o to ue.

### Other words

* dormirse - to fall asleep
* morirse - to die
Note: Both verbs have stem-changes of o to ue and o to u.

### Preterite of -ir stem-changing verbs

In the preterite, the -ir verbs preferir, pedir, and dormir also have stem changes, but only in the Ud./él/ella and Uds./ellos/ellas forms. In these forms e changes to i and o changes to u.
Preferir
* preferí - I prefered
* preferiste - you prefered (singular)
* prefirió - he/she prefered
* preferimos - we prefered
* preferisteis - you prefered (plural)
* prefirieron - they prefered
Pedir
* pedí - I asked
* pediste - you asked (singular)
* pidió - he/she asked
* pedimos - we asked
* pedisteis - you asked (plural)
* pidieron - they asked
Dormir
* dormí - I slept
* dormiste - you slept (singular)
* durmió - he/she slept
* dormimos - we slept
* dormisteis - you slept (plural)
* durmieron - they slept

### Vocabulario adicional

* atletismo - track and field
* carrera - race
* corona - crown
* empatar - to tie
* meta - finish line
* resultado - score
* torneo - tournament
* trofeo - trophy
* vencer - to defeat, to conquer
Note: Vencer has a stem-change of c to z.

### Cultural Insight (Guías de la tele)

Now days, Television guides are not as popular as they just to be 8-10 years ago. Television guide were one of the most read magazines in the Spanish-speaking world. Readers always wanted to know what upcoming programs there would be on TV not only on the same day, but also same week or for next week. Spanish TV guides are similar to those in the English-speaking world, with information on the programs, their times and day, and the channel they will be aired on. Many newspapers also published TV guides for the upcoming week. Now days people watch their TV in YouTube, Netflix, or any other internet channel.
# Survey research

| Overview This section explores the main features of survey research in the social sciences and addresses questions such as: What is survey research? What is a survey? What types of surveys are there? What the strengths and weaknesses of survey research? What types of sampling are there? Survey research is a commonly-used research method in the social sciences. It involves gathering quantitative and/or qualitative data from participants typically using a questionnaire (or survey) or interview. A questionnaire might be delivered via mail, face-to-face, or online. Interviews may be conducted via phone, face-to-face, or live the internet. By using carefully controlled sampling procedures and research designs, it is assumed that a sample's responses to the survey will be representative of the target population's likely responses. It is important to appreciate the pros and cons of survey research designs (e.g., surveys can be a cost-efficient way to gather a lot of data, however, it can be costly to obtain representative data). For more information how to design surveys, see survey design. | Educational level: this is a tertiary (university) resource. |

## Readings

* Trochim, W. (2006). Survey research
* For more, see external links
# Survey design/Workshop/About/Objectives
## Objectives

* Understand the importance of a rigorous, step-by-step process in planning, developing & implementing research questionnaires
* Consider the pros and cons of common methods for survey administration
** f2f interview
** telephone survey
** mail survey
** internet/mobile survey
* Examine nuts & bolts of questionnaire design e.g.,
** question style,
** response formats,
** layout, and
** pilot testing
* Consider implementation issues
** Sampling methods
** Sample size
* Critically review example surveys with a view towards planning, drafting, and/or revising of an initial draft (pilot) survey
** Existing examples
** Student in-progress examples
# Survey design/Workshop/Message

* Next workshop: 9.30 - 12.30 Wednesday 30 January, 2013, Presenter: James Neill, Venue: 10A23A, University of Canberra, ACT, Australia
# Survey design/Workshop/Participants

The target audience for the face-to-face workshop is post-graduate research students and academic staff in the Australian Capital Territory who are in the early stages of developing survey-based research proposals and/or surveys for research projects. The workshop materials are publicly and freely available online.
See participants for more info. There is also more info for online participants.

## Online participants

Online participants: Sign your name below. This is optional for face to face participants.
Please also send the facilitator a message if you're an online-only participant signing up.
Briefly share:
* Your name
* What are your researching?
* Research survey goals - what do you want to know about survey design?
This is optional for face to face participants.

## Participants

* James Neill, facilitator & psychology lecturer @ University of Canberra, Goal: Teaching principles of survey design
# Survey design/Workshop/Objectives
## Survey research

    How to design and develop survey-based research
* Survey research as a research method
* Common types (e.g., face-to-face interview, mail survey, internet survey) and the pros and cons of each
* Steps in survey development

## Survey design

    Nuts & bolts of questionnaire design, including:
* Question types
* Response formats
* Layout
* Pilot testing
* Sampling

## Survey examples

    Critically examine example and draft surveys
* Review example surveys
* Review participant draft surveys
# Survey design/Workshop/Outline

This introduction to survey design workshop involves three one-hour modules:
* Survey research, theory, types, and pros and cons of this research method
* Survey design - Principles and nuts and bolts of survey development, including types of questions and response formats
* Survey examples - guided peer discussion about draft surveys
# Survey design/Workshop/Description

This introduction to survey design workshop involves three one-hour modules:
* Survey research, theory, types, and pros and cons of this research method
* Survey design - Principles and nuts and bolts of survey development, including types of questions and response formats
* Survey examples - guided peer discussion about draft surveys
The target audience for the face-to-face workshop is post-graduate research students and academic staff in the Australian Capital Territory who are in the early stages of developing survey-based research proposals and/or surveys for research projects. The workshop materials are publicly and freely available online.
See participants for more info. There is also more info for online participants.
For more information, see http://en.wikiversity.org/wiki/Survey_design/Workshop