OpenLLM-France/wikimedia huggingface dataset:
# Farsi 1

Persian - 1 :
| Persian Persian 1 "Persian 1" is a course in the Persian Department. In this Beginner's course, students are introduced to simple vocabulary, how to structure a Persian sentence and some basic phrases for a simple conversation. | Persian Empire   The Persian Empire (Persian: امپراتوری ایران saying EMPERATURIE IRAN) was a series of historical empires that ruled over the Iranian plateau, the original Persian homeland, and beyond in Western Asia, Central Asia and the Caucasus. The most widespread entity considered to have been a Persian Empire was the Achaemenid Empire (550–330 BC) under Darius and Xerxes (or Xerkes) — famous in antiquity as the foe of the classical Greek states (See Greco-Persian Wars) — a united Persian kingdom that originated in the region now known as Pars province of Iran/Persia. It was formed under Cyrus the Great, who overthrew the empire of the Medes, and conquered much of the middle east, including the territories of the Babylonians (Asuristan), the Phoenicians, and the Lydians. Cyrus' son, Cambyses, continued Cyrus' conquests by conquering Egypt. Most of the successive states in Greater Iran prior to March 1935 are collectively called the Persian Empire by Western historians. Virtually all the successor empires of Persia were major regional and some major international powers in their day. |
| Lessons Page 1: Verbs Page 2: When, While Page 3: Why, Although, Despite Page 4: Exhortations Page 5: Usual words and common expressions | Persian Empire   The Persian Empire (Persian: امپراتوری ایران saying EMPERATURIE IRAN) was a series of historical empires that ruled over the Iranian plateau, the original Persian homeland, and beyond in Western Asia, Central Asia and the Caucasus. The most widespread entity considered to have been a Persian Empire was the Achaemenid Empire (550–330 BC) under Darius and Xerxes (or Xerkes) — famous in antiquity as the foe of the classical Greek states (See Greco-Persian Wars) — a united Persian kingdom that originated in the region now known as Pars province of Iran/Persia. It was formed under Cyrus the Great, who overthrew the empire of the Medes, and conquered much of the middle east, including the territories of the Babylonians (Asuristan), the Phoenicians, and the Lydians. Cyrus' son, Cambyses, continued Cyrus' conquests by conquering Egypt. Most of the successive states in Greater Iran prior to March 1935 are collectively called the Persian Empire by Western historians. Virtually all the successor empires of Persia were major regional and some major international powers in their day. |
| previous lesson | next lesson | Department | Division |
# Farsi 1/Lesson 4

* User:Luzmael/Teacher availability/template
* You will learn ... / Farsi...
* Verb tenses
* Exhortations
* Verbs
* Exhortations
* How would you say things like "let's verb!", "let me verb!"? For example with the verb "write"?
* Do you use the past participle ("nevesht") or the present particle ("nevis") for this kind of exhortations?
* For the first form we use "Biyâ" (come).
* For the second one: "be-gozâr" (Let).
* "*Let's write!" : "Biyâ be-nevis-im".
* "Let me write" : "Be-gozâr benevisam".
* Exercises
* Ex 1 : Quiz
* Go to the Quiz.
* Ex 2 : Memory training
* Write out the Persian words, section by section.
* Have 2 columns, clearly separated, and write Persian and English. Then cover up one column (eg. English) with paper and write the corresponding words on the paper.
* Then try it the other way round, cover up the Persian, and write out the words using the English as cues. This will be a little bit more difficult.
* Repeat all this after an interval, the more you do it the easier you will remember the words.
* If you want to add words to this page, please make sure you put them into a sentense in Lesson 2 wherever you can.
* Khâhesh mikonam (You're welcome).
| previous lesson | previous page | next page | lesson intro | next lesson | Department | Division |
# Farming

At right are farm buildings with trees surrounded by fields on a fair weather day.
Def. the "business of cultivating land, raising stocks etc." is called farming.
In Eurasia, the Sumerians started to live in villages from about 8,000 BC, relying on the Tigris and Euphrates rivers and a canal system for irrigation. Ploughs appear in pictographs around 3,000 BC; seed-ploughs around 2,300 BC. Farmers grew wheat, barley, vegetables such as lentils and onions, and fruits including dates, grapes, and figs.
In Ancient Egypt farming started in the predynastic period at the end of the Paleolithic, after 10,000 BC. Staple food crops were grains such as wheat and barley, alongside industrial crops such as flax and papyrus.

## Precision farming

"These three false-color images [on the right] demonstrate some of the applications of remote sensing in precision farming. The goal of precision farming is to improve farmers’ profits and harvest yields while reducing the negative impacts of farming on the environment that come from over-application of chemicals. The images were acquired by the Daedalus sensor aboard a NASA aircraft flying over the Maricopa Agricultural Center in Arizona."
"The top image shows the color variations determined by crop density (also referred to as #147;Normalized Difference Vegetation Index”, or NDVI), where dark blues and greens indicate lush vegetation and reds show areas of bare soil."
"The middle image is a map of water deficit, derived from the Daedalus’ reflectance and temperature measurements. Greens and blues indicate wet soil and reds are dry soil."
"The bottom image shows where crops are under serious stress, as is particularly the case in Fields 120 and 119 (indicated by red and yellow pixels). These fields were due to be irrigated the following day."

## Hypotheses

* A farm may be as small as an individual tract of land to as large as a country.
# Farsi 1/Lesson 5

User:Luzmael/Teacher availability/template
You will learn ... / Farsi...
Usual Words
Greetings
Other common expressions
Usual words and common expressions
FarsiEnglish
Sobh bekheir !
Good morning!
Shab bekheir !
Good evening!
Khösh ämadïd
Welcome
Saläm
Hello (Peace with you)
Häl-é shomä chetör ast ?
How do you do ?
Häl-é shomä küb é ?
How are you ?
Chetör é ?
How are you doing ?
khobam
I'm fine
Mersi, bad nïstam
Not bad, thanks
mamnoonam
Thank you
Esmetän chï st ?
What is your name ?
Esmam ... é
My name is ...
Balé
Yes
Cherä ?
Why ? (question)
Exercises
Ex 1 : Quiz
Go to the Quiz.
Ex 2 : Memory training
Write out the Persian words, section by section.
Have 2 columns, clearly separated, and write Persian and English. Then cover up one column (eg. English) with paper and write the corresponding words on the paper.
Then try it the other way round, cover up the Persian, and write out the words using the English as cues. This will be a little bit more difficult.
Repeat all this after an interval, the more you do it the easier you will remember the words.
If you want to add words to this page, please make sure you put them into a sentence in Lesson 2 wherever you can.
Khâhesh mikonam (You're welcome). :
| previous lesson | previous page | next page | lesson intro | next lesson | Department | Division |
# Finding and using free content

10 min. show and discuss about Finding and using free content for Moodle.
UC pays $225,000 per year to the Copyright Agency Limited (CAL) for use of copyrighted material. An alternative is to use free materials. This presentation provided information and examples of using free content in Moodle sites:
* Open Academia (Blog)
* Examples of embedded content in a Moodle site
* Find and use free content (using Creative Commons Search)
# Finite-dimensional vector space/Dual basis/Definition/Explanations/Remark

Because of fact, this rule defines indeed a linear form. The linear form $v_{i}^{*}$ assigns to an arbitrary vector $v\in V$ the $i$-th coordinate of $v$ with respect to the given basis. Note that for $v=\sum _{j=1}^{n}s_{j}v_{j}$, we have
    $v_{i}^{*}(v)=v_{i}^{*}{\left(\sum _{j=1}^{n}s_{j}v_{j}\right)}=\sum _{j=1}^{n}s_{j}v_{i}^{*}(v_{j})=s_{i}\,.$
It is important to stress that $v_{i}^{*}$ does not only depend on the vector $v_{i}$, but on the basis. There doe not exist something like a "dual vector“ for a vector. This looks different in the situation where an inner product is given on $V$.
# Finite-dimensional vector space/Dual basis/Basis/Fact

Let $V$ be a finite-dimensional $K$-vector space, endowed with a basis $v_{1},\ldots ,v_{n}$.
dual basis
    $v_{1}^{*},\ldots ,v_{n}^{*}\in {V}^{*}\,$
is a basis of the
# Finite-dimensional vector space/Dual basis/Basis/Fact/Proof

Suppose that
    $\sum _{j=1}^{n}a_{j}v_{j}^{*}=0\,,$
where $a_{j}\in K$. If we apply this linear form to $v_{i}$, we get directly
    $a_{i}=0\,.$
Therefore, the $v_{1}^{*},\ldots ,v_{n}^{*}$ are linearly independent. Due to fact, the dual space has dimension $n$, thus we have a basis already.
# FreeCulture.org

Welcome to the FreeCulture.org workspace at Wikiversity!
FreeCulture.org

## What is FreeCulture.org?

FreeCulture.org is an international student organization working to promote free culture ideals, such as cultural participation and access to information. It was inspired by the work of Stanford Law professor Lawrence Lessig (who wrote the book Free Culture) and it frequently collaborates with other prominent free culture NGOs, including Creative Commons, the Electronic Frontier Foundation, and Public Knowledge. FreeCulture.org has over 30 chapters on college campuses around the world[1], and a history of grassroots activism.

## FC.o at Wikiversity

* Free Culture Roundtable at Wiki Campus Radio - this is a proposed ongoing experiment in public discourse potentially hosted by FC.o cofounder, Nelson Pavlosky and his peers at FreeCulture.org. It may be produced and developed at Wikiversity, but eventually syndicated to campus radio stations planet-wide.
* ...anything is possible...

## Resources

* FreeCulture.org chapters
* Lawrence Lessig's OSCON 2002 speech, "Free Culture"
# Français II/Leçon 3 - Common Irregular Verbs; Reflexive Verbs

Courses in French :
| Course #1: | Français I |
| Course #2: | Français II |
| Course #3: | Français III |
| Course #4: | Français IV |
Français II
Lessons in Français II
* Leçon 1 - The Perfect Tense
* Leçon 2 - Starting to understand the French pronoun
* Leçon 3 - Common Irregular Verbs; Reflexive Verbs
* Leçon 4 - The Simple Future

## Common irregular verbs

Irregular verbs have slightly different conjugation rules then other verbs. So far you have already encountered avoir and être as the first two, but there are other verbs that change wildly.
Aller:
* Je vais
* Tu vas
* Il va
* Nous allons
* Vous allez
* Ils vont
Venir:
* Je viens
* Tu viens
* Il vient
* Nous venons
* Vous venez
* Ils viennent

## Reflexive verbs

Reflexive verbs is used with a pronoun that indicates the same person or thing as the subject. In French, a reflexive verb is called verbe pronominal réfléchi.
Let's take the example of the verb se lever which means to get up.
Se lever:
* Je me lève
* Tu te lèves
* Il se lève
* Nous nous levons
* Vous vous levez
* Ils se lèvent
Some commonly used reflexive verbs are:
Some verbs are exclusively reflexive: se suicider, se souvenir, s'enfuir, s'évanouir ...
Some others can be both reflexive and non-reflexive. If the action can be performed on someone else, the verb looses its reflexivity. For example: Je me lave I wash myself. And Je lave mon chien I wash my dog.
# FreeBASIC/SimpleExamples

List of simple examples for FreeBASIC programs:
1) Addition and subtraction of (random) integral numbers
# Free Culture (book)

"I believe it would be right for common sense to revolt against the extreme claims made today on behalf of "intellectual property.""

## Description

* A loosely defined reading group to study Lessig's Free Culture (book).
* One of the attractive aspects to studying this text on Wikiversity, is that the book itself is an exemplar of free culture, with many formats available and free culture licensing, allowing unlimited potential creativity with the book's contents.

## Key terms / concepts

* Free culture movement
* Permission culture
* Remix culture

## Formats

* Official website
* Quotes (Wikiquotes)
* External links (Wikipedia)
* <free culture> (Presentation)
# Free Learning

Welcome to the A. S. Neill School of Free Learning.

## Content development project

The School of Free Learning promotes efforts to develop Wikiversity learning resources for learners who are encouraged to explore their personal interests while participating in a self-governing learning community. This style of education was developed by A. S. Neill at Summerhill School and is well suited for Wikiversity, where learners are free to come and go as they please and make use of the collaborative wiki environment for exploration of their personal learning goals. See: the Wikiversity learning model.

## Special content development efforts

The School of Free Learning is a central hub for coordination of more focused content development projects.
One focus area for content development in the School of Free Learning is the development of learning resources about Wikiversity itself. Wikiversity provides learning opportunities that are strange and unfamiliar for most learners. The Wikiversity content development project coordinates efforts to help new Wikiversity participants become familiar with using wiki technology as a tool to assist them in their pursuit of learning goals.
Wikiversity is one of the family of education-oriented wiki websites of the Wikimedia Foundation. It is important that Wikiversity participants understand the cooperative relationship between Wikiversity and its sister projects. Topic:Wikimedia is a content development project that coordinates the development of learning resources about Wikipedia, Wikibooks, Wikimedia Commons and the other Wikimedia Foundation wiki projects.
* Participating at Wikiversity
* Wikimedia projects
* Internet resources
* World 1.0
Wiki websites are just one type of website that characterizes the growing trend of websites that support online communities of participants who are engaged in the creation and sharing of digital files. Topic:Web 2.0 is a content development project that coordinates the development of learning resources about Web 2.0 and supports Wikiversity participants who want to make and share digital media files such as podcasts.

## Learning Resources

* Learning fun - exploration of how to have fun while editing Wikiversity webpages.
* How to use wiki technology as a free learner - strategies for how to explore personal learning goal by making use of wiki technology.
* History of free learning - Historical review of A. S. Neill, Summerhill School, Unschooling and related educational philosophies.
* Composing free and open online educational resources - The course reading and the assignments will familiarize the participants with the main concepts related to open education resources and to the historical and philosophical ideas behind them. The participants will also carry out hands-on exercises and will this way learn to create and participate in projects producing free and open educational resources.
* Ivan Illich: Deschooling Society/Learning Webs
# FreeBASIC

This Programming Language resource is a "stub". Learn how you can help Wikiversity to develop it.

## Questions

* How can I have a FreeBASIC program recompile itself and restart with new instructions?

## Wikimedia

* w: FreeBASIC
# Free Body Diagrams

It is easy to make a mistake drawing a freebody diagram. It is the preliminary analysis of the statics problem and the basis for writing down your balancing equations. Take care to get the diagram correct and if your results are not making sense, review the diagram to be sure it is not misleading you.
Notice that while the force on the rope is correctly propagated as the same on both sides of the pulley the forces as provided are not possible. After the force on the left is decomposed into an X and Y Cartesian component to add to the other forces, they do not balance. This weight must be swinging to the left as shown until there is a restoring force to the right. The Weight straight down is not balanced by the vertical component of the rope on the right. So the weight must be sinking. This diagram is not in static equilibrium so it cannot be analyzed for useful information using static methods which assume the system shown by the free body diagram is in static equilibrium (motionless).

## Example problem:

Given that the shown rope tension is incorrect, find the correct tension in the rope for the Weight and Pulley Configuration shown.
COMMENT:
Not enough information given. The bottom pulley will have to move sideways to establish equal angles in the two legs of the line wrapping the bottom pulley. The tension to define equilibrium will depend on these angles, which must be given, or, alternatively, the diameters of the pulleys and the distance between them must be given.
# Free Software Foundation

The Free Software Foundation (FSF) is the principal organizational sponsor of the GNU Project, maintainers of the GNU/Linux codebase, custodians of the GNU General Public License, the GNU Free Documentation License and other licenses. FSF also created and compiled the FSF/UNESCO Free Software Directory.

### Contact info

Free Software Foundation Contact info:
* Postal: Free Software Foundation, Inc., 51 Franklin Street, 5th Floor, Boston, MA 02110-1301 USA
* Email: gnu@gnu.org
* Voice: +1-617-542-5942
* Fax: +1-617-542-2652.
From GNU.org:
    Please send broken links and other web page suggestions to The GNU Webmasters at webmasters@gnu.org, Thank you.
# Federal Writers' Project – Life Histories/2013/Fall
## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2013/Fall/
# Federal Writers' Project – Life Histories

This project page is associated with English 105 at the University of North Carolina, Chapel Hill.

## Overview

The Federal Writers’ Project was funded by the federal government under the New Deal during the Great Depression in order to support written work during desperate economic and social times. A number of different projects were undertaken for this initiative, among them was the Folklore Project which consisted of interviewing everyday people from all walks of life from across the country. This page is dedicated to making these life histories public to a worldwide audience, thereby giving these people a permanent place in the online historical record. These life histories detail the complexities of race, gender, class, and the general turmoil of the Great Depression. As such, they are ripe for further historical investigation and analysis. Further, the actual process by which these life histories were created is not without many problems. These life histories are not oral histories, but rather the writer's interpretation of the lives of the people who gave the interviews. As such, these life histories, like all pieces of historical evidence, must be interrogated to understand how they were created, what type of information is included, and what is left out. The following linked pages do just that by giving a biography and explanation of social context of one of the people interviewed, together with an analysis of the historical production of the life history itself.

## Project

To complete this project, students worked with original primary sources from the Federal Writers’ Collection at the Southern Historical Collection at the University of North Carolina, Chapel Hill, scholarly sources, and popular sources. With these resources and their own analysis, students not only document the life of the person for a worldwide internet population, but also critically examine the processes of historical production involved in creating life histories in the Federal Writers' Project. Below are links to students projects, which dedicate a page to one person who was interviewed by the Federal Writers' Project.

## Life Histories by Semester

* spring 2024
* Fall 2023
* Fall 2022
* Spring 2022
* Fall 2021
* Summer 2021
* Spring 2021
* Fall 2020
* Summer II 2020
* Spring 2020
* Fall 2019
* Fall 2018
* Fall 2017
* Spring 2016
* Fall 2015
* Fall 2013
* Spring 2013

## See Also

* Wikipedia: Federal Writers' Project
# Generating dynamic content with MediaWiki/2009/W36/1

This is last week's Monday. Next Monday
# General surgery

Surgical specialty concerned with the surgical treatment of the whole patient and the broad range of surgical diseases that may afflict them. The specialty covers a wide range of diseases involving many body systems including those related to the breast, endocrine, gastrointestinal, hepatobiliary, vascular, anorectal, skin and melanoma, oncologic/cancer surgery, hernia, trauma and critical care. General surgeons typically spend 4 years in medical school after college followed by 5 years of grueling, demanding specialty training including one year of internship and one year as chief resident.

## Basic Topics

* Systemic and Metabolic Response to Injury
* Fluid and Electrolyte Management
* Hemostasis, Bleeding and Transfusion
* Shock
* Surgical İnfections
* Trauma
* Burns
* Wound Healing
* Oncology
* Transplantation
* Patient Safety, Errors and Complications in Surgery
* Physiologic Monitoring of the Surgical Patient
* Minimal Invasive Surgery
* Breast Cancer
* Sentinel Node and Surgical Oncology
# Generating dynamic content with MediaWiki/2009/W36

W39 : Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday
Tuesday
Generating Next Week...
[[{{#titleparts:{{FULLPAGENAME}}|2|1}}/W{{#expr:{{#time:W|{{subst:CURRENTTIMESTAMP}}}}+1}}|/W{{#expr:{{#time:W|{{subst:CURRENTTIMESTAMP}}}}+1}}]] => /W37
2009/W36
# Generating dynamic content with MediaWiki/2009/W35

/W35 | /W36 | /W37
# Instructional Design/Constructivism/Design Document

Design Document Work Space DUE: Wednesday Feb 27, 2008
Document that describes the:
Audience
Context
Learning goal
Learning objectives
Learning experience
Also includes:
The roles and responsibilities of the team members and other parties
Task-based development schedule
# Instructional Design/Constructivism/Design Document/Learning goal

Learning Goal
People who are designing an instructor-led training course will be able to align the learning experience with constructivist principles, practices, and strategies. This will be accomplished through a three phase process:
   * Analyze instruction to detect need for an Authentic Learning Experience (ALE).
   * Envision constructivist strategies to create an ALE.
   * Evaluate the design against an ALE checklist.
This Venn diagram illustrates the three-part mechanism instructional designers will employ to align instruction with constructivism: analysis, solution envisioning and design evaluation. These elements culminate in an ALE.
Note: We are using the term “Authentic Learning Experience (ALE)” to describe instruction that is aligned with constructivist principles, practices, and strategies.
Design_Document
Topic:Instructional_Design
Syllabus Description
Project Description
Shhammer 22:29, 5 March 2008 (UTC)