OpenLLM-France/wikimedia huggingface dataset:
# Atikamekw language

Atikamekw is a language spoken by the Aboriginal nation of the same name in Quebec, Canada. The language status is "developing" with approximately 6,000 speakers. Second language in the Atikamekw communities is French, but Atikamekw is the mother tongue of 95% of the Atikamekw people. Some people, mostly elders, are monolingual Atikamekw. It is one of the most vibrant of the Native American languages in Canada today. The average age of Atikamekw speakers is 21 years old, the lowest in Canada. However French is used for the education starting at the second cycle of elementary school. French is also used for "modern activities" such as television and Internet. Many Atikamekw speakers use French at work and some also speak English. There is an "Institut linguistique atikamekw" (ILA) that is responsible to standardize and promote the language.
Atikamekw is a language part of the macrolanguage Cree, but is different from other Cree languages and dialects in that it has a lot of borrowed words from Ojibwe. Another important difference is that Atikamekw is the only Alonguian language to use the letter "r" of the latin alphabet.
Since 2014, there is a project to create a Wikipedia in Atikamekw.

## Technical info

* Language family: Algic languages/Algonquian languages/Cree languages
* Regions: Quebec, Canada
* Number of speakers: approx. 5,900
* Script(s): Latin alphabet (LTR)
* Majority language(s): French

## Writing systems

Although Atikemekw is part of the Cree language family, it doesn't use the Canadian Unified Syllabics. It uses the Latin alphabet. Atikamekw has 11 consonants and 4 vowels.
Atikamekw alphabet :
| Letter | IPA | Letter | IPA | Letter | IPA | Letter | IPA | Letter | IPA | Letter | IPA | Letter | IPA | Letter | IPA | Letter | IPA | Letter | IPA | Letter | IPA |
| Consonants ||||||||||||||||||||||
| c | [ʃ] | h | [h] | k | [k] | m | [m] | n | [n] | p | [p] | r | [r] | s | [s] | t | [t] | w | [w] | tc | [tʃ] |
| Vowels ||||||||||||||||||||||
| a | [a] | â | [a:] | ê | [e:] | i | [i] | î | [iː] | o | [o] | ô | [o:] | | | | | | | | |
Vowels with an accent represents the long vowels. However in the written language accents are usually not used in Atikamekw. Vowels a, i, o can be either short or long while the vowel e is always long.

## Some words in Atikamekw

| Atikamekw | English |
| mikwam | house |
| nipi | water |
| atimw | dog |
| atikw | horse |
| amiskw | beaver |
| mahikan | wolf |
| maskwa | black bear |
| mikisiw | eagle |
| mos | moose |
| kiskinohamatokamokw | school |
| takapikenikan | phone |
| kinokepitcikan | computer |
| pa mikicikwe pitcikan | Internet |
| otapanaskw | sled |
| ickote otapan | train |
| ka mactatanawkiparik | car |
| ka miremakak | plane |
# BCP/Phlox paniculata/Logs

This page contains recent bloom logs for Phlox paniculata (Garden Phlox). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2007 Logs

* --SB_Johnny | 16:27, 19 August 2006 (UTC)
* SB Johnny-LM 10:39, 25 August 2007 (UTC)
* --SB_Johnny | 12:23, 28 August 2006 (UTC)
* --SB_Johnny | 08:56, 2 July 2007 (UTC)
* SB Johnny-LM 19:32, 2 July 2007 (UTC)
* --SB_Johnny | 11:54, 4 August 2007 (UTC)
* --SB_Johnny | 10:16, 12 August 2007 (UTC)
* --SB_Johnny | 11:10, 25 August 2007 (UTC)
* --SB_Johnny | 10:37, 1 September 2007 (UTC)
* SBJ 18:24, 4 September 2007 (UTC)
* --SB_Johnny | 07:15, 1 October 2007 (UTC)
* --SB_Johnny | 10:02, 2 November 2007 (UTC)
* --SB_Johnny | 10:16, 17 November 2007 (UTC)
* --SB_Johnny | 12:35, 26 November 2007 (UTC)

#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 11:57, 1 December 2007 (UTC)
* --SB_Johnny | 12:18, 28 June 2008 (UTC)
* --SB_Johnny | 10:23, 14 July 2008 (UTC)
* --SB_Johnny 12:50, 26 September 2008 (UTC)
* ˜˜˜˜ TristanDolciano 16:30, 21 July 2019 (UTC)
# BCP/Phalaris arundinacea

Phalaris arundinacea
| Inflorescence Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Phalaris arundinacea (Reed Canarygrass) Identifying Characteristics Recent Logs --SB_Johnny | 21:09, 7 June 2007 (UTC) --SB_Johnny | 11:24, 8 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer
Regional data: Southeastern Pennsylvania: (native) June
Additional images:
# BCP/Philadelphus

Philadelphus
| Flowers of P. coronarius Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Philadelphus (Mock Orange) Identifying Characteristics Recent Logs SB Johnny-LM 09:37, 9 June 2007 (UTC) SB Johnny-LM 10:48, 9 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer
Regional data: Southeastern Pennsylvania: (cultivated) June
Additional images:
# BCP/Philadelphus/Logs

This page contains recent bloom logs for Philadelphus (Mock Orange). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* SB Johnny-LM 09:37, 9 June 2007 (UTC)
* SB Johnny-LM 10:48, 9 June 2008 (UTC)
# BCP/Phlox paniculata

Phlox paniculata
| Inflorescence of a pink variety Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Phlox paniculata (Garden Phlox) Identifying Characteristics Habit:Upright herbaceous plantFlowers:Corolla tubular with 5 showy lobesFoliage:SimpleStem:green, stiffLife Cycle: Perennial Recent Logs --SB_Johnny | 11:57, 1 December 2007 (UTC) --SB_Johnny | 12:18, 28 June 2008 (UTC) --SB_Johnny | 10:23, 14 July 2008 (UTC) --SB_Johnny 12:50, 26 September 2008 (UTC) ˜˜˜˜ TristanDolciano 16:30, 21 July 2019 (UTC) (view all logs) |
Global data: Temperate zone season(s): Early Summer, Mid Summer, Late Summer, Early Fall, Mid Fall, Late Fall, Early Winter
Regional data: Southeastern Pennsylvania: (cultivated) June, July, August, September, October, November, December
Additional images:
# BCP/Petunia x hybrida/Logs

This page contains recent bloom logs for Petunia x hybrida (Petunia). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 11:58, 16 July 2007 (UTC)
* --SB_Johnny | 13:58, 16 August 2007 (UTC)
* --SB_Johnny | 10:37, 1 September 2007 (UTC)
* SB Johnny-NHAMP 09:09, 9 October 2007 (UTC)
* SB Johnny-LM 18:32, 17 November 2007 (UTC)
* --SB_Johnny | 08:44, 24 June 2008 (UTC)
* --SB_Johnny | 10:23, 14 July 2008 (UTC)
# BCP/Petunia x hybrida

Petunia x hybrida
| Flowers Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Petunia x hybrida (Petunia) Identifying Characteristics Recent Logs --SB_Johnny | 11:58, 16 July 2007 (UTC) --SB_Johnny | 13:58, 16 August 2007 (UTC) --SB_Johnny | 10:37, 1 September 2007 (UTC) SB Johnny-NHAMP 09:09, 9 October 2007 (UTC) SB Johnny-LM 18:32, 17 November 2007 (UTC) --SB_Johnny | 08:44, 24 June 2008 (UTC) --SB_Johnny | 10:23, 14 July 2008 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: (cultivated) June, July, August, September, November New Hampshire: October
Additional images:
# BCP/Phalaris arundinacea/Logs

This page contains recent bloom logs for Phalaris arundinacea (Reed Canarygrass). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* --SB_Johnny | 21:09, 7 June 2007 (UTC)
* --SB_Johnny | 11:24, 8 June 2008 (UTC)
# BCP/Phlox stolonifera

Phlox stolonifera
| flowering plant Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Phlox stolonifera (Creeping phlox) Identifying Characteristics Recent Logs SB_Johnny-LM May 13 2007 (from photographs) SB_Johnny-LM 13:42, 2 May 2008 (UTC) Ngravagna 19:04, 3 May 2008 (UTC) --SB_Johnny | 11:06, 16 May 2008 (UTC) --SB_Johnny | 10:20, 27 May 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring
Regional data: Southeastern Pennsylvania: (native) (cultivated) May Aurora, Colorado area: May
Additional images:
# BCP/Phlox stolonifera/Logs

This page contains recent bloom logs for Phlox stolonifera (Creeping phlox). If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~~~~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.
Please make sure you've signed up on the contributors' page so that we can know the location of the plant you saw blooming and use your contribution to create a flora for your region! When you're done, you can go back to one of the main pages and find logs of other flowers you might have seen today.

### Logs
#### 2008 Logs

* (no archived logs yet)

##### Recent Logs

* SB_Johnny-LM May 13 2007 (from photographs)
* SB_Johnny-LM 13:42, 2 May 2008 (UTC)
* Ngravagna 19:04, 3 May 2008 (UTC)
* --SB_Johnny | 11:06, 16 May 2008 (UTC)
* --SB_Johnny | 10:20, 27 May 2008 (UTC)
# Curricula vitae/Template
## General information

FULL NAME
Adress:
Family:

## Hobbies

[[category:]]
# Curriculum Planning for Unfamiliar People in Unfamiliar Places
#### About this resource

Perhaps you are an educator who has dabbled a bit with curriculum work. Or perhaps you are an instructional designer who develops curriculum professionally every day. Imagine that you have been lured into an exciting curriculum development project, for a learner group whose culture, environment, or educational history are different from your own. Perhaps very different.
Once you become aware of just how different this learner group could be, you might default to one of two knee-jerk approaches: you might a) feel so intimidated at the task before you that you bow out of the project altogether; or b) just move ahead with the project, utilizing your usual templates and checklists. But if you choose either approach, you might miss out on a wonderful opportunity for professional development. Developing great learning experiences -- especially for such unfamiliar situations -- is a complex, holistic undertaking, requiring as much intuition as it does skill and knowledge. What's the best way to begin your curriculum planning when faced with unfamiliar learners and/or unfamiliar learning environments?
Ask good questions, and lots of them.
This guide to planning a training curriculum is mostly just a series of questions. It is an attempt to organize for you a collection of good questions. Whenever your work pulls you into unfamiliar territory, ask all the questions you can, listen carefully, take notes, and – with the answers you get – you can move your project forward with greater confidence and on a firm foundation.

#### Contents

* Foreword
* Where do you start??
* Looking at the Learner:
** Adult Learner Audiences
** Learner Analysis
* Looking at the Environment:
** Learning Environment Analysis
** Trainer Profile
* Looking at the Content:
** Training Strategies
** Content and Curriculum
** Resources
* Evaluation
* Building your Curriculum
* Afterword
Next page -->
# Building your Curriculum
#### What’s next?

Answering the all-important questions of who, what, and how you will teach is only the beginning of the curriculum developer’s work. Once you have completed this data gathering and analysis stage, it’s time to review the answers you’ve collected and to put this knowledge together into a curriculum product that can be documented, explained, delivered and evaluated.

#### Curriculum development

Curriculum development -- and its closely related practice of Instructional Design -- are evolving disciplines with different definitions, known by different names. There are many different models to guide the curriculum development process and the exploration of them all (or developing yet a new one) is beyond the scope of this planning guide. Some of the more common ones you may encounter include:
* ADDIE (Analysis, Design, Development, Implementation, Evaluation): probably the design process most scholars of curriculum development learn first. ADDIE involves following a sequence of steps, each one informing the next.
* Dick and Carey: like ADDIE, this model uses a strongly systematic approach but is perhaps a little more flexible than ADDIE and more geared towards the production of lesson plans.
* SAM (Successive Approximation Model): this model is newer than ADDIE and supports a faster development process.

#### Mapping it Out

Once you’ve completed an analysis of your learners, content, and learning environment, perhaps the easiest way to start building the curriculum is to simply map it out. The basic steps are these:
* Determine how much time is available for training.
* Create a calendar indicating the specific days and hours you can use for training.
* Block off some time to get started (you usually need more time at the beginning than you think) and some time at the end to wrap things up. Depending on the length of the training period, you may also need some off-time mid-training.
* Spread your learning outcomes/objectives over the remaining time available. Keep in mind that some units or topics may take more time.
* For each training period (e.g. 1 - 3 hours), list a variety of activities. A typical 3-hour period or lesson might consist of a short review, delivery of some content, an interactive activity, and an assessment of learning (formal or informal).
* For each activity, list the resources you’ll need for the trainer and the learners.
* Finally, review your curriculum map and ensure that:
** every learning objective/outcome is assessed in some way
** every assessment corresponds to at least one learning objective/outcome.
<-- Previous page / Next page -->
# Afterword: Challenge and Opportunity

Designing and developing curriculum has become a well-defined field of study, with many excellent models and technological tools available to guide the work. In such situations, instructional design can be mostly scheduled to follow a set process which more or less promises to meet the educational need. But although instructional designers and curriculum developers often work in familiar educational settings, this is not always the case.
Most of my professional work was done in a small postsecondary institution in which I was very familiar with the learners, the instructors, the environment, and the types of content. However, my job also gave me the opportunity to participate in a number of international projects. In these situations, it was often difficult to do much curriculum planning prior to actually visiting on-site. Sometimes I had access to potential trainers or subject matter experts for the curriculum but usually no direct access to potential learners and only limited information about the learning environment. The available content was often meagre, out-of-date, or non-existent. More often than not, language was also a barrier.
Looking back, I realize what a wonderful learning experience the international work provided! It was, first and foremost, a humbling experience: my original guesses about the learners, the environment and the trainers were often way off, and I often accomplished far less than I had hoped. But I got to recognize what I didn’t know and I learned to ask better questions and lots of them. And I was able to bring my international experience back into my “regular” work and treat every new curriculum project with the freshness it deserved.
This resource has been designed especially for curriculum developers and instructional designers who find themselves (by choice or by accident) involved in an unfamiliar project, unsure how to begin and perhaps worried about making a mess of it. The advice here is pretty simple: approach humbly, ask questions, listen and take notes, and work with passion.
<-- Previous page
# Curriculum Planning for Unfamiliar people in Unfamiliar places

Designing formal and informal learning experiences for unusual, unexpected, or extreme educational situations
Foreword
The intuition part takes more time to develop and it’s harder to define or package into a straightforward module about instructional design. In my experience, it is best developed through right attitude and right approach when working with the other essential partners in the learning venture, especially the learner audience and the trainer(s). What is the “right attitude”? Humility regarding your lack of knowledge about the learning environment and learning content; as well as respect for the learners, the trainer(s), and the impacted learning community. What is the “right approach”? Ask questions. Ask good questions, and – failing that – ask lots of questions. And then (most important of all) listen to the answers. Don’t even start your training plan until you’ve done a lot of listening.
This guide to planning a training curriculum is mostly just a series of questions. It is an attempt to frame some of those “good questions” and – with the answers you get – start you off with lots of material for your training plan.
One more word: the information you receive explicitly, the answers to the questions you ask, is your raw material for developing great learning experiences. But throughout your listening, you must also be listening for passion. What are people passionate about? What wishes (stated or unstated) do the learners have, what do they hope to do with what they learn? How do they see this changing their lives? What inspires the trainers? What drives them to teach? What are they most proud of from their teaching past? What does the community desire? How can this learning experience contribute to that? Because passion is the power source that will drive forward even the most poorly funded, understaffed, badly supported training plan.
<-- Previous page / Next page -->
# BCP/Hibiscus moscheutos

Hibiscus moscheutos
| Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Hibiscus moscheutos (Rose Mallow) Identifying Characteristics Life Cycle: Perennial Recent Logs --SB_Johnny | 09:26, 31 July 2008 (UTC) (cv. 'Kopper King', blooming about a week) --SB_Johnny | 09:13, 2 August 2008 (UTC) --SB_Johnny 09:20, 5 September 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Mid Summer, Late Summer
Regional data: Southeastern Pennsylvania: (cultivated) July, August, September
Additional images:
# Collaborative play writing/French chronicles of the 1590s

French chronicles of the 1590s
based on Pierre de L'Estoile's "Journal in the reign of King Henry IV of France"
Dramatic characters (20)
Charles of Lorraine, duke of Mayenne
Charles of Lorraine, duke of Guise
Charles of Lorraine, duke of Aumale
Duke of Feria
Pierre d'Epinac, archbishop of Lyon
Renaud de Beaune, archbishop of Bourges
Maxime Durepain, shopkeeper
Louise, wife to Durepain
Blanchefleur, niece to Durepain
Bévue, herald
Aubry, curate of Saint-Andrew-of-the-Arts
Lincestre, curate of Saint-Gervais
Bailleton, beadle
Brin, sexton
Fouterien, stable-boy
Benoît, schoolboy
Barrière, assassin
Three parishioners
Attendants, servants, a donkey
Time: 16th century
Place: France
Act_1
Act_2
Act_3
Act_4
Act_5
# Cultural Issues Affecting International Trade/Activities

| Unit 1.2-Cultural Issues Affecting International Trade | Introduction | Culture Defined | Culture Applied | Summary | Resources | Activities | Assessment Go to Unit 1.1 | Unit 1.2 | Unit 1.3 Return to Trade Finance Module 1: Political and Economic Risk |

## Activity

Assign each student a country. Have them research the cultural aspects of the country including:
* religion
* language
* social norms
* Hofstede’s Dimensions – www.geert-hofstede.com
* Corruption Perception Index – www.transparency.org
Once the students have completed their research, appoint each either as an importer or exporter. Pair the students and have them discuss the following issues from their countries’ perspective:
* language
* religion and government
* timely payment
* government involvement in business
* presence of corruption and the need for bribes
* possible affects on profitability of business between the countries.
Once the discussions are complete, have each group present their findings to the class with a decision as to whether it makes financial sense to conduct business between the countries.
This research and the discussions can be divided between individuals or in small groups, depending on the size of the class.
This assignment would also work well in an on-line environment.
To make the assignment more specific each group could also be assigned a product or service to trade.
# Cultural Issues Affecting International Trade/Assessment

| Unit 1.2-Cultural Issues Affecting International Trade | Introduction | Culture Defined | Culture Applied | Summary | Resources | Activities | Assessment Go to Unit 1.1 | Unit 1.2 | Unit 1.3 Return to Trade Finance Module 1: Political and Economic Risk |