OpenLLM-France/wikimedia huggingface dataset:
# TAO/Creating a Glossary of Common Terms in a Community

* Mission: Gemeinsames Verständnis von Grundbegriffen in einer Community entwickeln
* Zielgruppe: Senioren, Mitglieder von Communities (online oder offline)
* Vorgehen:
* Erklären der Aktivität
* Brainstorming der Keywords
* Priorisieren der Keywords
* Artikel zu den Keywords erstellen
* Artikel diskutieren und redigieren (Abstimmungsprozess innerhalb der Gruppe)
* Form: Plenum, Einzelarbeit, Gruppenarbeit
* Zeit: Prozess takten nach Phasen
* Tool: Wiki, Forum, Flipchart, Worddokumente,
* Qualität: Reviewprozess durch Community (online oder offline)
* Test: Kreuzworträtsel (fakultativ)
* Beispiele: Beschreibung von Anwendungsfällen
# TAO/Communication

So far the central ressource for communication is the mailinglist; the list is public and aims for all people interested in the building up of the TAO Community of Practice and in the development of the TAO Handbook.
You can browse through the archives following this link:
https://lists.thirdageonline.eu/public/community/
In order to post and receive messages, you need to subscribe to the mailing list.

## Web conferences

Besides asynchronuous communication via above mailing list the group has regular online meetings. Polls for dates and invitation is provided via the list.
So far we used two applications for the meetings
* AdobeConnect on https://collab.switch.ch/tao_communication/
    Works for most of us, but problems related to Adobe's Flash are common. However especially Linux users had Problems even connecting to the meeting room.
* BigBlueButton on http://bbb.zawiw.de/
    Free and open source application which seems to cure (above connection) problems for Linux users. However not an alternative to avoid the common shortcomings of Flash. At current time there has not been a hint to any application avoiding Flash in general, will maybe come up with HTML5 one day.
# TAO/Community of Practice

Third Age Online - Community of Practice
| Getting Started Who's the Community for? The TAO Community of Practice brings together people working with older adults and online communities. Why join? In the Community, you'll meet and exchange with people sharing your professional interests. Together, you can discuss and solve problems and share ideas. Participation: Find out how to contribute and get in touch with the community. | Community The people engaging in the various learning and research activities in the project TAO form our community of practice. We are a multidisciplinary project team, comprising both researchers and practitioners, complemented by a series of other stakeholders. You are welcome to join us if you are interested. Contact the TAO Community! Communication: communication tools used by the TAO community Organizational issues: thoughts on challenges of the project Meetings: notes of TAO meetings Community membersː list of community members Find the internal pages of the community here. TAO partners and older adults during a TAO activity |
| Activities In the TAO project, we gather, generate, transfer, test and document the know-how that is relevant for our purpose. These activities have resulted in the creation of the TAO Handbook. The learning and research activities can be found here: Activities Handbook | Community The people engaging in the various learning and research activities in the project TAO form our community of practice. We are a multidisciplinary project team, comprising both researchers and practitioners, complemented by a series of other stakeholders. You are welcome to join us if you are interested. Contact the TAO Community! Communication: communication tools used by the TAO community Organizational issues: thoughts on challenges of the project Meetings: notes of TAO meetings Community membersː list of community members Find the internal pages of the community here. TAO partners and older adults during a TAO activity |
Choose your Entry Point
| For staff members in a managing or co-ordinating function | For teachers, instructors, moderators, facilitators | For people who would like to support the community | You don't fall in one of those categories? Tell us about yourself |
# TAO/Creating Personas and Working with Them

| Target groups: | |
| Time window: | 2012/02 (start) |
| Completion [%]: | |
| Primary Language: | |
| Maintainers: | User:Beat_Estermann |

## Goal of the Learning Module

Explain the concept of personas, give instructions how to create them, give examples for their use in the context of TAO.

## Target group(s)

People engaging in product or service design. Users intending to create their own learning module.

## Introduction

In marketing and user-centered design, personas are fictional characters created to represent different user types within a targeted demographic, attitude and/or behavior set that might use a service or product in a similar way. Personas are used as a tool or method for market segmentation and user-centered design.
Personas are useful in considering the goals, desires, and limitations of costumers and users in order to help to guide decisions about a service, product or interaction space. By fostering empathy among the design team, they help the team to avoid designing the product or service according to their own needs and expectations. Furthermore, by making assumptions about the users transparent, they allow for an open discussion and questioning of stereotypes, based on empirical research.

## Learning Units

* Unit 1: Create your own personas

## Results

* Personas
# Spanish/Verbs/amar/Present Tense

* Yo amo
* Tú amas
* Él/ella/usted ama
* Nosotros/nosotras amamos
* Vosotros/vosotras amáis
* Ellos/ellas/ustedes aman
# Spanish/Verbs/andar
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!

## Definition

To walk, amble. From Latin "Ambulare" -

## Conjugations
### Present Tense (indicative)

* Yo ando
* Tú andas
* Él/ella/usted anda
* Nosotros/nosotras andamos
* Vosotros/vosotras andáis
* Ellos/ellas/ustedes andan -
# Spanish/Verbs/X

* xerocopiar
* xerografiar
# Spanish/Verbs/Y

* yacer
* yagar
* yapar
* yazcar
* yazgar
* yiffear
* yodurar
* yugular
* yuxtaponer
* yuxtapuser
# Spanish/Verbs/amar
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!

## Conjugations
### Present Tense (indicative)

* Yo amo
* Tú amas
* Él/ella/usted ama
* Nosotros/nosotras amamos
* Vosotros/vosotras amáis
* Ellos/ellas/ustedes aman -
# Spanish/Verbs/ampliar
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!

## Definition

extend, enlarge, broaden
# Spanish/Verbs/ampliar/Definition

extend, enlarge, broaden
# Spanish/Verbs/Z

* zabordar
* zabullir
* zafar
* zahir
* zambullir
* zampar
* zancadillear
* zancajear
* zanganear
* zanjar
* zapar
* zapatear
* zapear
* zarandear
* zarpar
* zigzaguear
* zorrear
* zozobrar
* zumbar
* zurcir
* zurear
* zurrar
* zurriar
* zurrir
* zuzar
# Spanish/Verbs/W

* wasapear
* whatsappear
* wikificar
# Spanish/Verbs/almorzar
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!
# Survival Kit, software/Sorting

From this page you can download an R function and its manual. Function sortSKit was primarily intended to create an alternative option to sort data files for the Survival Kit, when using the COX program. Later it was extended to sort text files with sorting criteria up to three columns (both ascending and descending order).
The other option is to use other sorting via operating systems or other sorting routines.

## Usage

* Copy the contents of the function sortSKit below, and save it as a sortSKit.r file
* Open R (Install it if necessary.)
* In R click File -> Source R code... -> find the sortSKit.r on your hard disc and open it.
* type ls in the R console, and see if the sortSKit function appeared there
* consult the sortSKit manual for the usage

## The Function

* sortSKit
* sortSKit manual
# Survival Kit, software/Tips and Tricks

Some additional information you might find useful.
       CLASS effect1 effect2; with class effect1 effect2; and CLASS EFFECT1 EFFECT2;
       "CLASS" is a keyword in the Survival Kit, "effect1" and "effect2" are covariates created by the user.
Survival Kit: Before you begin - Small example - Sorting - Tips and Tricks - FAQ - Older versions - Other possibilities
# Survival kit/Paracord bracelet

A Paracord bracelet is a bracelet woven out of paracord. Paracord bracelets are also known as survival bracelets, 550 cord bracelets, or parachute cord bracelets and are considered a survival tool. The bracelets are worn by survivalists, hikers, climbers, campers, or anyone who enjoys the outdoors. These bracelets become extremely handy in survival or emergency situations. The cord itself is made up of 7 inner strands which each contain three inner strands of their own, which gives you a fair amount of cord to work with.
Cutting out the inside cord and attaching it to the outer cord using a square knot will often yield hundreds of feet worth of cord, which can be used for fishing, sewing, building shelters, among other things. Paracord bracelets are good insurance for anyone who might find themselves in a survival situation unexpectedly. Usually made with a side release buckle, they can also be made with shackles, a simple knot and loop, or even a whistle buckle. Using a whistle buckle as your connection piece for your paracord bracelet can be a plus, since creating noise is often useful when attempting to find help.
# Susan Steinman

Dr Susan Steinman won the Social Entrepreneur of the Year Award award of the Nedbank Business Women's Association's Regional Business Achievers' Award 2008 on 24 July 2008. Susan is currently in the process of forming the Institute for Social Entrepreneurship at University of Johannesburg.
Susan was awarded an ASHOKA fellowship in 2002 for her pioneering work in raising awareness, research and designing programmes to address physical and emotional violence in the workplace. Her work started in 1994 when she gathered information by assisting victims of emotional violence in the workplace and co-authored the first book on this topic in 1997. She established a international network of professionals, academics and researchers and became well-known globally and is a popular keynote speaker at conferences on the topic of workplace violence and employee wellness locally and internationally.
The NPO of which Susan is the Founder and Chair, the Workplace Dignity Institute, held international conferences about workplace violence in South Africa since 2000, she published, authored and co-authored several books and articles on the topic. She was also responsible for the ILO/ICN/WHO/PSI South African case study in respect of workplace violence in the health sector in 2002 and subsequently became the national facilitator for the ILO/ICN/WHO/PSI programme in South Africa with excellent results – to the extent that this programme is now a model for other countries. In 2007 she addressed the Labour Portfolio Committee of Parliament on the issue of workplace violence and presented the Committee with a Code of Good Practice to Prevent and Address Workplace violence as well as a Victim Charter for consideration.
External link: About Dr Susan Steinman (at The People Bottomline).
# Susskind Theoretical Minimum/Core Courses A

A restoration of a good index into the lectures of Leonard Susskind (Stanford).
Select from:  All Courses  Core Courses A (2007-2009)  Core Courses B (2011-2013)  Supplemental Courses
Core Courses A (2007-2009)

### Classical Mechanics A

* Lecture 1 - State diagrams and the nature of physical laws
* Lecture 2 - Newton's laws, principle of least action
* Lecture 3 - Euler-Lagrange equations, symmetry and conservation laws
* Lecture 4 - Symmetry and conservation Laws
* Lecture 5 - Lagrangians and Hamiltonians
* Lecture 6 - Hamilton's equations
* Lecture 7 - Liouville’s theorem
* Lecture 8 - Motion in an electromagnetic field
* Lecture 9 - Poisson brackets formulation

### Quantum Mechanics A

* Lecture 1
* Lecture 2
* Lecture 3
* Lecture 4
* Lecture 5
* Lecture 6
* Lecture 7
* Lecture 8
* Lecture 9
* Lecture 10

### Special Relativity A

* Lecture 1 - Inertial reference frames
* Lecture 2 - Principle of least action
* Lecture 3 - Invariance of the laws of nature
* Lecture 4 - Lagrangian mechanics
* Lecture 5 - Conservation of charge and momentum
* Lecture 6 - Relativistic wave equation and conservation laws
* Lecture 7 - Invariance under gauge transformations
* Lecture 8 - Gauge theory

### General Relativity A

* Lecture 1 - Newtonian Gravity and the equivalence principle
* Lecture 2 - Tidal forces and curvature
* Lecture 3 - Essential tools: tensors and the metric
* Lecture 4 - Tensor mechanics
* Lecture 5 - Covariant differentiation and geodesics
* Lecture 6 - The flat space of special relativity
* Lecture 7 - The Riemannian curvature tensor
* Lecture 8 - Equations of motion in curved space
* Lecture 9 - Gravitation in the Newtonian approximation
* Lecture 10 - Energy-momentum tensor and Einstein's equations
* Lecture 11 - Accelerated coordinates
* Lecture 12 - World lines and Schwarzschild solution

### Cosmology A

* Lecture 1 - Geometry of the expanding universe
* Lecture 2 - Newtonian and Friedmann-Robertson-Walker cosmology
* Lecture 3 - Structure of the universe
* Lecture 4 - Background microwave radiation
* Lecture 5 - Cosmological curvature
* Lecture 6 - Surface of last scattering
* Lecture 7 - Cosmological inflation
* Lecture 8 - Big omega

### Statistical Mechanics A

* Lecture 1 - Conservation of information, energy, entropy, and temperature
* Lecture 2 - The mathematics of statistical mechanics
* Lecture 3 - The Boltzman distribution and fluctuations
* Lecture 4 - Helmholtz free energy and the partition function
* Lecture 5 - Diatomic molecules and black hole thermodynamics
* Lecture 6 - Second law of thermodynamics
* Lecture 7 - Harmonic oscillators and quantum states
* Lecture 8 - Magnets
* Lecture 9 - Phase transitions and chemical potential
* Lecture 10 - Thermal radiation and inflation
# Mi'kmaq vocabulary/Food

This article is part of the vocabulary section of the Mi'kmaq language. It lists a sample of words for food in Mi'kmaq with their English equivalent.
Note: All words in the below table are in Francis-Smith orthography (see Mi'kmaq orthographies for more details).
| English | Mi'kmaq |
| Bannock | Lusknikn (n.i.) |
| Bread | Pipnaqan (n.i.) |
| Butter | Mlakeju'mi (n.i.) |
| Buttermilk | Sikupaqte'kn (n.a.) |
| Carrot | Enmapejit (n.a.) |
| Cheese | Te'plmasewei (n.i.), tepplma'sigewei (n.i.) |
| Cinnamon | Pkwejijk (n.) |
| Coffee | Kaffi (n.i.) |
| Cookie | Kalkunawei (n.i.) |
| Food | Mijipjewei (n.i.) |
| Food for breakfast | Eksitpu'kwatalmgewei (n.i.) |
| Hazelnut | Malipqwanj (n.i.) |
| Jam | Paskoqsikn (n.i.), passoqsikn (n.i.) |
| Meal | Mijjuaqan (n.i.) |
| Meat | Wius (n.i.) |
| Milk | Mlakejk (n.a.) |
| Moose fat | Tia'mu'mi (n.i.) |
| Moose meat | Tia'muei (n.i.) |
| Mushroom | Lketu (n.a.), sqoljui'kan (n.i.) |
| Pancake | Sisla'kwa'taqan (n.i.) |
| Pea soup | Wenjua'p'tew (n.i.) |
| Pepper | Te'pisewei (n.i.) |
| Porcupine meat | Matuesuei (n.i.) |
| Pork | Kulkwi'suei (n.i.) |
| Pork fat, lard | Kulkwi'su'mi (n.i.) |
| Potato | Tapatat (n.a.), tap'tan (n.a.) |
| Rhubarb | Sewlugowei (n.a.) |
| Salt | Salawei (n.i.) |
| Squash | Ejkujk (n.i.) |
| Soup | Lasup (n.i.) |
| Sugar | Sismoqn (n.i.), sismo'qon (n.i.) |
| Tea | P'tewei (n.i.) |
| Tomato | Tmato's (n.a.) |
| Turnips | Wenj'u'sɨpekn (n.a.), wenju'suqapun (n.a.), tanaps (n.a.) |
| Water | Samuqwan (n.i.) |
| Wild potato | S'kepn (n.a.) |
| Wine | Moqopa'q (n.i.) |

## Portal

* Wikilang/Mi'kmaq Portal
# Michel Foucault

Michel Foucault (miʃɛl fuko), born Paul-Michel Foucault (15 October 1926 – 25 June 1984), was a French philosopher, social theorist and historian of ideas. He held a chair at the prestigious Collège de France with the title "History of Systems of Thought," and also taught at the University at Buffalo and the University of California, Berkeley.
Foucault is best known for his critical studies of social institutions, most notably psychiatry, medicine, the human sciences, and the prison system, as well as for his work on the history of human sexuality. His writings on power, knowledge, and discourse have been widely influential in academic circles. In the 1960s Foucault was associated with structuralism, a movement from which he distanced himself. Foucault also rejected the poststructuralist and postmodernist labels later attributed to him, preferring to classify his thought as a critical history of modernity rooted in Kant. Foucault's project was particularly influenced by Nietzsche, his "genealogy of knowledge" a direct allusion to Nietzsche's "genealogy of morality". In a late interview he definitively stated: "I am a Nietzschean."
Foucault was listed as the most cited scholar in the humanities in 2007 by the ISI Web of Science.

## Reading group

* Foucault reading group - based at University of Canberra where they hold meetings around agreed readings approximately once a month, and try to document their discussions on Wikiversity pages.
# Microbiology
## Resources

* Sexually transmitted infections
* Infections in pregnancy
* Foodborne illness
* Introduction to Medical Microbiology
* Kinetic respiration analysis
* Phage project

## Papers

* (2008) 'Biofilm Induced Tolerance towards Antimicrobial Peptides'
# The periodic table/Lanthanoids

Lanthanoids:
* Lanthanum
* Cerium
* Praseodymium
* Neodymium
* Promethium
* Samarium
* Europium
* Gadolinium
* Terbium
* Dysprosium
* Holmium
* Erbium
* Thulium
* Ytterbium
* Lutetium
# The periodic table/List of Elements and their Symbols

| Name | Symbol |
| Aluminum | Al |
| Argon | Ar |
| Beryllium | Be |
| Boron | B |
| Calcium | C |
| Carbon | Ca |
| Chlorine | Cl |
| Fluorine | F |
| Helium | He |
| Hydrogen | H |
| Lithium | Li |
| Magnesium | Mg |
| Nitrogen | N |
| Neon | Ne |
| Oxygen | O |
| Phosphorus | P |
| Potassium | K |
| Silicon | Si |
| Sodium | Na |
| Sulfur | S |
# The periodic table/Iodine
## Discovery

Iodine was discovered by French chemist Bernard Courtois (1777-1838) in 1811. Charles Bernard Desormes, Nicolas Clément and Joseph Louis Gay-Lussac were given samples of Iodine to continue their research of Iodine. The discovery was made public by Desormes and Clément on November 29, 1813, as they scheduled a meeting for the substance in the Imperial Institute of France. Gay-Lussac awarded the element's name, iode, from the Greek Word (ιώδες) for violet (because of the color of iodine vapor).
On December 10, 1813, English chemist Humphry Davy (he was given a sample of Iodine) sent a letter to the Royal Society of London, stating that he had identified a new element. Immediately, Davy and Gay-Lussac erupted up in arguments on who discovered the element first, but both agreed on that Courtois was the first to isolate the element.

## Uses
### Iodine in the body

Iodine is an essential trace element; the thyroid hormones (thyroxine and triiodotyronine) contains iodine. According to the World Health Organization, in 2007, 2 billion individuals had insufficient iodine intake, 1/3 being of school age.

## Quick Facts

| Name: iodine atom Symbol: I Atomic Mass: 126.90447 amu Classification: group 7 (halogens) | Protons: 53 Electrons: 53 Neutrons: 74 Color: black solid, purple vapour Discovery in: 1811 | Density: 4.933 g/cm$^3$ Crystal Structure: orthorhombic Melting Point: 113 °C (387 K) Boiling Point: 184 °C (457 K) Common Uses: germicides, antiseptics, dyes, table salt, photography |
# The periodic table/Hydrogen/Quantum Physics
## See Also

* hydrogen atom
* hydrogen
# The periodic table/List of Elements and their Symbols 2

| Name | Symbol |
| Barium | Ba |
| Bromine | Br |
| Cobalt | Co |
| Copper | Cu |
| Gold | Au |
| Iodine | I |
| Iron | Fe |
| Krypton | Kr |
| Lead | Pb |
| Manganese | Mn |
| Mercury | Hg |
| Nickel | Ni |
| Platinum | Pt |
| Plutonium | Pu |
| Radium | Ra |
| Silver | Ag |
| Tin | Sn |
| Tungsten | W |
| Uranium | U |
| Zinc | Zn |
# The periodic table/Krypton
## Quick Facts

| Name: Krypton atom Symbol: Kr Mass: 84 Classification: Group 0 (Noble Gases) | Protons: 36 Electrons: 36 Neutrons: 48 Color: whitish Discovered in: 1898 | Crystal Structure: Cubic Melting Point: -157.2 °C Boiling Point: -153.4 °C Common Uses: Fluorescent Lights, Photographic Flash Lamps, Gas Discharge Lamps |
# The periodic table/Iron
## Discovery

It's harder to trace Iron (Latin: ferrum) than Gold (Au) and Silver (Ag) because Iron corrodes (meaning it's destroyed by chemical reactions) easily.
Iron has been used since the ancient times, from meteorites (which was probably the first time human beings dealt with iron) to Iraq [Mesopotamia] to Egypt (there has been evidence found that they were people in Iraq and Egypt smelting iron since 5000 BC). Iron was used commonly back in the Roman days (as Pliny the Elder said, "It is by the aid of iron that we construct houses, cleave rocks, and perform so many other useful offices in life").
The adding of carbon to iron was most likely an accident at first, but the incident, that happened in 1000BC, has been a way of improving iron, making steel.
Iron is used today in the modern world.

## Quick Facts

| Name: Iron Symbol: Fe Mass: 55.845 Classification: Transition Metals | Protons: 26 Electrons: 26 Neutrons: 29 Color: silvery Discovered in: Unknown |

## Uses

* Iron is used in steel, in which steel is used in civil engineering and manufacturing industries.
* Iron is a necessary nutrient for all life forms.