OpenLLM-France/wikimedia huggingface dataset:
# Film Scoring/Submitting student assignments
### Under Construction June 2008

* Uploading student assignments
* Film scoring course
* Student assignments are loaded on the students page and on the page of the lesson which contains the completed assignments.
* Only on the student's page
* The boxes which show the student's completed assignment are templates which must be substituted on the student's page. These templates only work on that page!!!
* The steps
* Does the student exist?
* Check for the students name by typing "User:" and then the student's ID as you know it.
* Wrong name
* If the name comes back with "No registered user by that name", then you have the wrong name.
* New user
* If the page comes up empty but with no error message (ie., "You have followed a link to a page that does not exist yet") then the page is just blank but you have the right student's name.
* Step 1
* Enroll the student in the class
* Go to Basic filmmaking (pre-production) and add the student's user name.
* Step 2
* Once this is saved, go to the students user page and add:
* __NOTOC__ __NOEDITSECTION__
* {{subst:Template:Film school - Filmmaking course - New student}}
* {{subst:Template:Film school - Basic filmmaking - New student status}}
* Step 3 = Script Formatting
* Script Formatting
* When the script needs to be uploaded, use the template
* {{subst:Template:Film School-Student assignment - upload|TheUser=xxx|Lesson=formatting the movie script}}
* Then go to the student's page and add:
* {{subst:Template:Film School-Script Formatting-Answer Box|FileName=xxx|Comment=xxx}}
* After this is saved, make a copy of all the info and put this box on:
* Template:Film School:Script Formatting:Completed Assignments
* students talk page.
Search for a page (User: xxx)

#### Pop Quiz

    When the pop quiz is done, add:
{{subst:Template:Film School-Storyboarding-Pop Quiz-Answers form|TheUser=xxx|N1=xx|N2=xx|T1=xxx|T2=xxx}}
to the user page and to the page Template:Film_School:Storyboarding:Pop_Quiz:Answers4.
* Templates used in this course
* Template:Film school - Filmmaking course - New student
* Template:Film school - Basic filmmaking - New student status
* Template:Film School-Student assignment - upload
* Template:Film School-Script Formatting-Answer Box
# Film Scoring/Theory of Film Scoring/Creating a humming score

This course in music and filmmaking is:
Film scoring introduction for filmmakers
This lesson is:
Introduction - The basic theory of film scoring
The pages in this lesson are:
Summary: Basic theory of film scoring for filmmakers
Page 1: What are the different kinds of music?
Narrative music pop quiz - 4 points
Page 2: Film score example "George Lucas in Love"
"The Spy Story" pop quiz - 8 points :
Learn how to create a humming score. :
| Humm into the microphone For this lesson, you use your own voice as a musical instrument to create a scratch track (rough version of the film score for the rough edit of the movie.) 1. Set up GarageBand or any DAW program to record audio in sync with a movie. You will need a microphone connected to your computer and headphones. 2. Purchase any of the disks from the Star Movie Shop which have edited scenes for you to create a film score. "Blindman's Bluff" and "Home Wrcker" are probably the two best choices. "Blindman's Bluff Production" has two scenes, one short and one long. "Home Wrecker" has only one short scene. 3. Import the edited scene into GarageBand. 4. Watch the movie and hum into the microphone to create either the melody or the rhythm for your film score. 5. After you finally get a good track (erasing all the bad tries), you add a second track while listening to the first track. It is amazing how a second track enhances the first track. 6. Create more and more tracks, adding layer and layer of music. 7. Stop when it finally begins to sound good! 8. Export the movie with your humming score. Burn this onto a DVD-Video disk and send it to me. Done! From this basic form, you can add tracks with other notes. | Pictures to follow shortly... |
* The Next Page
* The next page demonstrates film scoring on short films.
* Page 6: Mad Max's examples of Narrative Music in short films
* Contact Your Instructor
* Your instructor for these courses is Robert Elliott. To email me, you simply Click Here.
# French

French (français) is a Romance language of the Indo-European family. It descended from the Vulgar Latin of the Roman Empire, as did all Romance languages. French evolved from Gallo-Romance, the spoken Latin in Gaul, and more specifically in Northern Gaul. Its closest relatives are the other langues d'oïl—languages historically spoken in northern France and in southern Belgium, which French has largely supplanted.

## Resources

Special:Prefixindex/French/

## See Also

* Portal: French
* Wikipedia: French language
# French/Alphabet

French is based on the Latin alphabet (also called the Roman alphabet), and there are twenty-six (26) letters. Originally there were twenty-five (25) letters, with 'W' being added by the mid-nineteenth century. Unlike the English, who call it a "double-u," the French use "double-v" and pronounce it (doo-bluh-vay) after the 'V' which is pronounced (vay). During the period from Old French to Modern French, the letter 'K' was added. These two letters are used mostly with adopted foreign words. The French alphabet used today is less than 200 years old.
The twenty-six letters are parted into :
* 20 Consonants (Consonnes): B C D F G H J K L M N P Q R S T V W X Z
* 6 Vowels (Voyelles): A E I O U Y
In addition to these letters French uses several accents: grave accents (à, è, and ù) and acute accents (é). A circumflex applies to all vowels, except Y (considered as a vowel): â, ê, î, ô, û. A tréma (French for dieresis) is also applied: ë, ï, ü, ÿ. Two combined letters (called orthographic ligatures) are used: æ and œ. Finally, a cedilla is used on the c to make it sound like an English s: ç.

## See Also

* French Diactrics (Accents)
# French/Ce

Ce is a French word. When used as a demonstrative pronoun, it tends to be followed by some variant of être. It can also be used in constructions such as Ce que or ce qui, or as a demonstrative adjective like cet, cette, or ces.

## Differences between c'est and il est

Both c'est and il est can translate as "he is" or "it is".

### With an adjective

c'est + adjective is only used to describe a thing, never a person, and the adjective is always masculine singular (e.g. c'est bon).
C'est, when talking about someone's profession, always has to be followed by a determiner; e.g. C'est un boulanger. If one were using Il, one could simply say, Il est boulanger, since boulanger there is an adjective.
C'est has an undefined, exaggerated meaning, e.g. C'est magnifique, while il est is very literal.
If the adjective leads on to a subordinate clause, it will typically be introduced with il est, e.g. Il est très difficile de trouver la bonne réponse ! (It is very difficult to find the right answer).

### With an adverb

C'est is used with modified adverbs, e.g. C'est très loin d'ici (It's very far from here).

### With a prepositional phrase

If there is a prepositional phrase, il est should be used, e.g. Il est à la banque (He is at the banque).

### With a noun followed by a relative clause

C'est will probably be used for this, e.g., Ce sont mes parents qui me l'ont donné (It's my parents who gave it to me).

### Other uses

Il est is used to express location or tell the time, e.g. Où est le livre ? Il est sur la table or Quelle heure est-il ? Il est onze heures.
C'est is also used with questions, dates, adverbs, and stress pronouns, e.g. C'est moi (It's me).
It is also used with proper names, e.g., C'est Luc (That's Luc).

## Difference between ce and ça

Ça is used before verbs other than être, e.g. Ça dépend de ce qu'il dira (It depends on what he says).
# French/Courses

The following is a list of all courses offered in the French Language Division divided by departments.
# French/Ballade des Pendus

Author Biography (English)
Ce poème est de temps en temps intitulé "L'Épitaphe de Villon."

## Texte

Frères humains qui après nous vivez, N'ayez les cœurs contre nous endurcis, Car, se pitié de nous pauvres avez, Dieu en aura plus tôt de vous mercis. Vous nous voyez ci attachés cinq, six: Quant de la chair que trop avons nourrie, Elle est piéça devorée et pourrie, Et nous, les os, devenons cendre et poudre De notre mal personne s'en rie; Mais priez Dieu que tous nous veuille absoudre!
Se frères vous clamons, pas n'en devez Avoid dédain, quoique fûmes occis Par justice. Toutefois, vous savez Que tous hommes n'ont pas bon sens rassis; Excusez-nous, puisque sommes transis, Envers le fils de la Vièrge Marie, Que sa grâce ne soit pour nous tarie, Nous préservant de l'infernale foudre. Nous sommes morts, âme ne nous harie, Mais priez Dieu que tous nous veuille absoudre!
La pluie nous a débués et lavés, Et le soleil desséchés et noircis, Pies, corbeaux, nous ont les yeux cavés, Et arraché la barbe et les sourcils. Jamais nul temps nous ne sommes assis; Puis çà, puis là, comme le vent varie,
A son plaisir sans cesser nous charrie, Plus becquetés d'oiseaux que dés à coudre. Ne soyez donc de notre confrérie; Mais priez Dieu que tous nous veuille absoudre!
Prince Jésus, qui sur tous a maîtrie, Garde qu'Enfer n'ait de nous seigneurie: A lui n'ayons que faire ne que soudre. Hommes, ici n'a point de moquerie; Mais priez Dieu que tous nous veuille absoudre!

## Explications

* ↑ Piéça: Depuis longtemps
* ↑ Devorée: Détruite
# French/Ce que

Ce que is used in French for various purposes. For example, it can be used to express expecting someone/something else to do something, e.g.: Je m'attendais à ce que tu me demandes en mariage. (I was expecting you to propose to me.) In such a case, one uses the subjunctive.
# French/Davantage

Davantage is a French word meaning "more". For example:
    Nous avons un rôle important à jouer sur la scène globale et je compte utiliser le Conseil européen pour le développer davantage. We have an important role to play on the world stage and I intend to use the European Council to develop that role more.

## Contrast with plus

Plus is a more versatile word than davantage; for example, it can be used in ne ... plus constructions, or in de plus en plus de constructions to mean "more and more".
In contrast to plus, davantage is more often used in comparisons when the second term of the comparison is not expressed, e.g.:
    Il a plus d'argent que moi, mais j'ai davantage de loisirs. He has more money than me, but I have more spare time.
# French/De plus en plus de

De plus en plus de is a French phrase meaning "more and more". E.g.,
    Les navires rejettent de plus en plus de dioxyde de soufre dans l'atmosphère. Ships are releasing more and more sulphur dioxide into the atmosphere.
If you would like another french phrase like I did; Salut je suis: it means hello i am.
# French/Agreement

In French, adjectives change based on the properties of the noun that they modify. This is called agreement (l'accord).

## Dependency on gender

White man - homme blanc White woman - femme blanche
New bread - nouveau pain New house - nouvelle maison

## Dependency on number

A little chocolate bun - un petit pain au chocolat Some little chocolate buns - des petits pains au chocolat
# How things work college course/Computer quiz

This quiz covers Wikipedia's Computer (Wikipedia permalink) and its links: w:Turing machine * w:Busy beaver * w:Halting problem * w:Bombe. For another quiz on this topic, see Turing machine quiz.
Testbank contains randomized versions of this quiz for classroom use. For more information on printing these quizzes, see How to use testbank.
For on-screen use, this version of the quiz can be used as a pre-reading activity for Wikipedia:Computer. An excellent homework assignment might be to ask students to submit more quiz questions to Wikiversity.

## Footnotes and references

* ↑ Feel free to submit ideas for more questions on the talk page to this article: Talk:How_things_work_college_course/Computer_quiz
# How things work college course/Computer quiz/Testbank

Click image of pdf to download a printable testbank for classroom use. This mirror permits convenient online veiwing of the pdf file.
File:Quizbankdatabase htw ComputerWikipedia.pdf Quizbank/How to use testbank
# How things work college course/Conceptual physics wikiquizzes/Uniform circular motion

The force required to sustain uniform circular motion is $F=ma=mv^{2}/r$, where $a$ is acceleration and $r$ is the radius of the circle. The period of orbit, $T$, is related to velocity $v$ by the fact that the distance traveled in one period of orbit is the circumference of the circle, $2\pi r$.
You will be given the aforementioned equations as you are asked to do the following problems:

## Plug in the numbers

* What is the acceleration (in m/s$^2$) of a particle that is traveling on a circle with a radius of 2 meters at a speed of 3 meters per second?
* What is the acceleration (in m/s$^2$)of a particle that is traveling on a circle with a radius of 2 meters at a speed of 2 meters per second?
* What is the acceleration (in m/s$^2$)of a particle that is traveling on a circle with a radius of 3 meters at a speed of 3 meters per second?

## Proportional reasoning

The force required to sustain uniform circular motion is $F=ma=mv^{2}/r$, where $a$ is acceleration and $r$ is the radius of the circle. The period of orbit, $T$, is related to velocity $v$ by the fact that the distance traveled in one period of orbit is the circumference of the circle, $2\pi r$.
Mr. Smith is using a string to swing a rock so fast that gravity may be neglected. What happens to the tension in the string when the velocity doubles?
Mr. Smith is using a string to swing a rock so fast that gravity may be neglected. What happens to the speed of the rock if the period is cut in half while the radius is tripled?
# How things work college course/Cumulative global warming exam

The unshuffled version can serve as a pre-reading activity for the Wikipedia article, Global warming (permalink)
See Global warming quizzes for other quizzes devoted to this article. This cumulative exam covers every question on the four quizzes.
# How things work college course/Computer quizzes

Two quizzes relevent to Computer (permalink) are available:
* How things work college course/Computer quiz (Covers basic history at a simple level)
* How_things_work_college_course/Turing machine quiz (Covers the 2-symbol 2-state busy beaver)
# How things work college course/Conceptual physics wikiquizzes

* Velocity and acceleration
* Uniform circular motion
# How things work college course/Electricity and Field theory

For an introduction to the purpose and scope of this work see Talk:How_things_work_college_course/Electricity_and_Field_theory

## Outline
### Electricity

    Electricity is the motion of charged particles (usually electrons)
    Electrons have potential energy due to electric forces. Potential energy is associated with these forces, and the fact that energy is involved that makes electricity useful.
    To understand energy we we need to introduce the concept of fields.

### Fields

    Wind velocity and air temperature are defined on Earth's atmosphere.
    Three other important fields are electric potential, electric field, and magnetic field. The first two can be defined by analogy with gravity.
    There are two ways to visually represent vector fields: A spatial distribution of vectors, and field lines.
    The most common way to represent a scalar field is the use of contours.

### The gravitationa analogy (first of two analogies)

    F = mg like F=qE
    PE = Fd if force is uniform and parallel to displacement
       PE$_G$ = m(gh) = mφ, where φ=gh is gravitational potential.
       PE = qEd = q(Ed), where V=Ed is gravitational potential (replace h=height by d=distance)
       Inverse square
       (advanced sum over sources)
    Electric fields are rarely uniform. Need examples

## gallery

* VectorField.svg
* Camposcargas.PNG
* Electrostatic induction.svg
* VFPt ringcurrentNoLoop.svg
* Non-symmetrical_charge_field.jpg
* VFPt_image_charge_plane_horizontal.svg
* Field_lines.svg
* Field_lines_parallel_plates.svg
* VFPt capacitor.svg
* Conformal power two.svg
* Conformal power two third.svg
* Conformal power half.svg
* Conformal_power_one_and_a_half.svg
# Linux Administration/User Interfaces

This section of the Linux Administration course covers user interfaces. Lessons include X11, Display Manager, and Accessibility.

## Preparation

Learners should already be familiar with introductory computer concepts, computer support concepts, and computer networking concepts.

## Lessons

* X11
* Display Manager
* Accessibility

## See Also

* Linux
# Linux Administration/User Interfaces/X11

This lesson covers X11.

## Objectives and Skills

Objectives and skills for the X11 portion of Linux+ certification include:
* Install and configure X11
** Verify that the video card and monitor are supported by an X server
** Awareness of the X font server
** Basic understanding and knowledge of the X Window configuration file
** The following is a partial list of the used files, terms and utilities:
*** /etc/X11/xorg.conf
*** xhost
*** DISPLAY
*** xwininfo
*** xdpyinfo
*** X

## Activities

* Complete the tutorial IBM: Learn Linux, 101: Install and configure X11
# Linux Administration/System Services/System Logging/logger

Linux (util-linux package) and most BSDs including MacOS provide logger command line utility to send messages to syslog, locally or to a remote syslog server. Many languages provide support for writing messages to syslog, such as go: https://godoc.org/github.com/spkg/slog.

## Basic Usage

* logger -s "Message"
       -s, --stderr Output the message to standard error as well as to the system log.

## Activities

* Log messages to a different file using rsyslog and logger command
# Linux Administration/System Services/System Time

This lesson covers system time.

## Objectives and Skills

Objectives and skills for the system time portion of Linux+ certification include:
* Maintain system time
** Set the system date and time
** Set the hardware clock to the correct time in UTC
** Configure the correct timezone
** Basic NTP configuration
** Knowledge of using the pool.ntp.org service
** Awareness of the ntpq command
** The following is a partial list of the used files, terms and utilities:
*** /usr/share/zoneinfo
*** /etc/timezone
*** /etc/localtime
*** /etc/ntp.conf
*** date
*** timedatectl
*** hwclock
*** ntpd, ntpq
*** ntpdate
*** pool.ntp.org

## Activities

* Complete the tutorial IBM: Learn Linux, 101: Maintain system time. Includes ammong others information about date command , tzselect and ntp configurations.
# Linux Clusters Course in Trivandrum

1. Installation of Linux
2. Dual boot installation
3. Booting process HW,OS,
4. File System
5. Partitioning and Formatting
6. RAID
7. LVM
8. Services
a) httpd,nfs,squid ,samba,nis
b) dns, printer conf
9. iptables
10. Troubleshoots
11. Shell Scripting
For details contact
clusterslinuxkerala@gmail.com
12. Network troubleshooting
13. Introduction to clustering
Please note Dual Booting, Shell scripting , Clustering shall be covered only on request, and time availability
Clustering Introduction and Configuration are separate topics
Other topics Networking
Solaris installation
Ubuntu installation
Centos installation
Clustering Configuration
Jumpstart
Solaris networking
Vmware,xen virtulisation, wine, ubuntu, yum, rpm,apt install,kickstart,jumpstart
CONTACT clusterslinuxkerala@gmail.com
Learn Linux @ Rs 3000 / - only * For details contact
clusterslinuxkerala@gmail.com
# Linux Administration/System Services/System Logging/Journalctl/journalctl --disk-usage

Disk Usage/Logging: journalctl --disk-usage
# Linux Administration/User Interfaces/Display Manager

This lesson covers display managers.

## Objectives and Skills

Objectives and skills for the display manager of Linux+ certification include:
* Set up a display manager
** Basic configuration of LightDM
** Turn the display manager on or off
** Change the display manager greeting
** Awareness of XDM, KDM and GDM
** The following is a partial list of the used files, terms and utilities:
*** lightdm
*** /etc/lightdm/
# Linux Administration/User Interfaces/Accessibility

This lesson covers accessibility.

## Objectives and Skills

Objectives and skills for the accessibility portion of Linux+ certification include:
* Accessibility
** Basic knowledge of keyboard accessibility settings (AccessX)
** Basic knowledge of visual settings and themes
** Basic knowledge of assistive technology (AT)
** The following is a partial list of the used files, terms and utilities:
*** Sticky/repeat keys
*** Slow/bounce/toggle keys
*** Mouse keys
*** High contrast/large print desktop themes
*** Screen reader
*** Braille display
*** Screen magnifier
*** On-screen keyboard
*** Gestures (used at login, for example gdm)
*** Orca
*** GOK
*** Emacspeak
# Motivation and emotion/Evaluation/2013

* Quizzes
** Release quizzes earlier
** Include calculated question types
* Provide clearer explanation and instruction about the online assessment formats (wiki and media)
* Provide an opt-out option for students who do not wish to present their work in an open, creative commons format
# Motivation and emotion/Evaluation

These pages summarise evaluation and feedback about the motivation and emotion unit each year:
* Motivation and emotion/Evaluation
* Motivation and emotion/Evaluation/2010
* Motivation and emotion/Evaluation/2011
* Motivation and emotion/Evaluation/2013
* Motivation and emotion/Evaluation/2014
* Motivation and emotion/Evaluation/2015
* Motivation and emotion/Evaluation/2016
* Motivation and emotion/Evaluation/2017
* Motivation and emotion/Evaluation/2018
* Motivation and emotion/Evaluation/2019
* Motivation and emotion/Evaluation/2020
* Motivation and emotion/Evaluation/2021
* Motivation and emotion/Evaluation/2022
* Motivation and emotion/Evaluation/2023
# Motivation and emotion/Changes/2024
## Summary

Student feedback about this unit in 2023 indicated that 95% of students were satisfied. For more detail, see Motivation and emotion - Evaluation 2023.
The following changes are planned for 2024:
* Due to likely changes in UC's Library Collections Policy and Procedures:
** The use of commercial textbook readings will be removed and replaced with no-cost readings
** The change in readings will require corresponding changes to lectures and quizzes
* Due to likely changes in UC's Assessment Policy and Procedures
** The number of assessments may need to be reduced
The following changes based on student feedback in 2023 will be considered:
* Ways of reducing the total amount of assessment
* Decrease the total amount of reading and spread it more evenly across the modules
* Make quiz questions more difficult and/or applied
* Ways of making Book Chapter easier (e.g,. by adding additional support materials for each marking criteria)
* Provide written and/or a pre-recorded guide to adding learning features to Book Chapter
* Provide guidance/communication about how to do the Multimedia Presentation
Students will have opportunities to provide anonymous feedback on the unit at the beginning, middle and end of the teaching period via InterFace which can be accessed through MyUC.
# Motivation and emotion/Drop-in

Drop-in:
* 4 hours of virtual and on-campus drop-in consultation available each teaching week (Weeks 1-7, 9-13)
* 30 mins before and after lectures and tutorials
Times:
* Wed
** 10:00 – 10:30 - Virtual Room
** 12:30 – 13:30 - Virtual Room
** 14:30 – 15:00 - Virtual Room
** 17:00 – 17:30 - Virtual Room
** 18:30 – 19:00 - Virtual Room
* Thu
** 12:30 – 13:30 - On-campus, 12B16
** 14:00 – 14:30 - On-campus, 12B16