OpenLLM-France/wikimedia huggingface dataset:
# UCNISS/Sport Wiki Academy/Academies/Brisbane
## Brisbane details

Date: TBA. Time: TBA. Location: TBA.. Cost: $0.00

## Facilitators

* Primary: Laura Hale
* Local Wikipedian: (If you're a local Wikipedia interested in helping present, please get in touch with LauraHale!)
# UCNISS/Sport Social Media Academy/Using social media

There are a lot of options when it comes to using social media. What options you chose will really depend on your purpose, market and audience location. In general, social media falls into several broad general categories:
* Blogging;
* Chat;
* Geolocation and checkins;
* Images and video;
* Mailing lists, message boards, discussion sites and groups;
* Microblogging;
* Question and answer sites; and
* Wikis.
Many social network sites include several aspects of these. MySpace has groups, blogging and video & image hosting. Facebook has blogging, chat, microblogging, geolocation, groups, and question and answer component. Bebo has groups, and image and video hosting. Some sites have only one aspect. Twitter, Yammer, identi.ca are all microblogging sites. Foursquare and Gowalla are geolocation services. Yahoo!Answers and Quora are question and answer sites. LiveJournal, Blogger and WordPress are blogging sites. YouTube and Vimeo are both video hosting sites. Wikipedia, Wikia, AboutUs and wikiHow are all wikis.
Different social networks cater to different demographic groups and different needs. They all have their own unique set of metrics that can help explain how successful you were on that site.
# UCNISS/Sport Social Media Academy/Why, who, where?
## Why, how, what, who, where?

When thinking about using social media, sport organizations and athletes may want to answer the following questions:
* Why do you want to use social media? How can social media help you reach your institutional objectives? Who in your organization will help you meet these objectives when using social media?
* Who is your audience? Who will you use social media to reach?
* Where is your audience located online?
# Web syndication

Welcome to the Web syndication learning project.

## Introduction

Web syndication provides internet users with reports when websites have updated their content. A Web feed is a common type of web syndication, allowing internet users to subscribe to reports of changes in the content of individual webpages. Two common web feed formats are RSS and Atom and both of these can be provided by Wikiversity. For information about how to access web feeds, see feed aggregator.

## Recent changes

The Recent changes page has links to RSS and Atom web feeds available in the toolbox (see Figure 1). This MediaWiki feature is also available for the New pages page. These web feeds provide a way to be notified of all edits and all newly created pages at Wikiversity.

## History pages

Web feeds can be obtained for changes to individual Wikiversity pages by clicking on the "history" tab (see Figure 2).

## Blogs

RSS feeds can also be created manually for any Wikiversity page. For example, Wikiversity Reports has an RSS feed for new podcasts (for details, see Wikiversity Reports/rss). Explicit RSS feeds have also been created for the Colloquium and some Wikiversity blogs such as User:JWSchmidt/Blog (for details, see Wikiversity Blog howto).

## Other resources

* Web syndication article at Wikipedia
# Web programming in plain view
### HTML, CSS, and JavaScript

* Overview (pdf)
* Style (pdf)
* Element (pdf)
* DOM (pdf)
* JavaScript (pdf)
* Positioning (pdf)
* Canvas (pdf)

### JSON

* wikipedia pages on JSON (JSON)

### HTTP

* Protocol (pdf)
* CGI (pdf)
* Simple GPS Server (pdf)

### Java and TCP/IP

java reference
java tutorial
java networking tutorial
java socket examples

### Semantic Web

go to [ Electrical_&_Computer_Engineering_Studies ]
# Web quest
## Introduction

Web quests are about making studying fun.
Fact № 1 We all know that children like playing.
Fact № 2 We also know that they like studying interesting things and, moreover, they like using the knowledge they have gained. Or in other words, children like active learning.
Why, then, most of the students eventually lose their interest in school? Because, we teachers, eventually forget these two facts.
Knowledge for real life Nobody likes studying something that is useless. Children are not an exception. It does not matter whether you are a teacher in Maths, English or Computer Skills you should motivate your pupils that they are studying something very important for their lives and also you have to show them how exactly they could use the new knowledge.
Children and school nowadays Children nowadays communicate less and less with each other. Most of them spare their time in front of the computers surfing in the Internet. Undoubtedly, there is a lot of useful information there. Children nowadays are much more informed on different topics then ever. Sometimes, pupils even know more on particular topics than their teachers. Is it possible to make pupils interested in school then? Yes, teachers can make pupils interested in school by using interesting and useful topics shown in an amusing way. One possible method that fulfills these acquirements is the Web Quest.

## What is a Web Quest?

The inventor of the Web Quest is Bernie Dodge. He defined his new learning method as an “inquiry-oriented activity in which some or all of the information that learners interact with comes from recourses on the Internet.” In other words, it is a didactic concept within which explorative activities with the Internet are planned by the teacher and he/she transforms from teacher into guider guider of the learning process. The aim is the autonomous acquisition and presentation of knowledge.
A good Web Quest has the following structure:
* Introduction – it aims to motivate the pupils about the topic in a visually interesting and thrilling way.
* Task – explanation what they have to do in every lesson.
* Process – detailed step-by-step instructions how to do their tasks.
* Resources – all internet addresses used in the Web Quest.
* Evaluation – pupils use it for self-evaluation and then the teacher evaluates them using the same evaluation criteria.
* Conclusion – concludes the result of the successfully finished work. What the pupils know now and how they could use it in their lives.
* Teacher Page – information about the teacher who has designed the Web Quest and about the Web Quest itself.
What skills does a pupil need to develop in order to work with a Web Quest?
Working on a particular Web Quest means that a pupil has to:
* follow strictly their teacher’s instructions
* work with particular internet addresses
* find particular information
* work on this information with a partner
* find the answers on particular questions by themselves or in a team
* make a final project (in a group)
* self-evaluation.
# Runa Simi 1/Lesson 2

* Introduction to Quechua Runa Simi
Your first steps in Runa Simi
Here are the very first sentences of Quechua in this course :
How do you say ... ?
Imanata nincha chaita ... ?
It's called ...
Chaipa'g sutin'ha ...
Could you repeat ?
Ua'manta niway ?
First Runa Simi words
(qw)
(en)
IPA notation
Napaykullayki
Hello
napaikulaiki
Allichu
Please
alichu
Yusulipayki
Thank you
iusulipaiki
Ari
Yes
ari
Mana
No
mana
Maik'ata'g ?
How much ?
maik'ata'g
Tayta
Father
taita
Mama
Mother
mama
Mikiuy
Food
mikiu-i
Mayu
River
ma-iu
Riti-orko
Snowy mountain
riti-orko
Yacu
Water
iaku :
| previous lesson | previous page | next page | lesson intro | next lesson | Department | Division |
# Runa Simi 1/Lesson 3

* User:Luzmael/Teacher availability/template
* Pronouns
* Personal Pronouns
* Noq'a, ñoqa = I.
* Qam, q'an, qan = You.
* Pai, pay = He or She.
* Ñoqayku = We.
* Noq'anchis, ñoqanchik = We (all of us).
* Qankuna, q'ankuna, qamkuna = You.
* Paykuna, paikuna = They.
* Basic verbs
* Add the pronoun before the root word, and an ending that indicates the "person".
* Munay = To wish, to desire, to love
* Ñoqa muna-ni = I want.
* Qan muna-nki = you want.
* Pay muna-n = he/she wants.
* Ñoqayku muna-niku = we want.
* Ñoqanchis muna-nchis = all of us want.
* Qankuna muna-nkichis = you guys want.
* Paykuna muna-nku = they want.
* The pronouns added to the beginning are optional, here we only use the suffix.
* Yachachiy = To teach
* Yachachi-ni = I teach.
* Yachachi-nki = you teach.
* Yachachi-n = He/she teaches.
* Yachachi-niku = We teach.
* Yachachi-nchis = All of us teach.
* Yachachi-nkichis = You teach (plural).
* Yachachi-nku = They teach.
| previous lesson | previous page | next page | lesson intro | next lesson | Department | Division |
# RuralWeb/ICT traineeship Kenya

In Q4 2013 RuralWeb got in contact with an ICT teacher from Kenya. At his school a two year program is developed for ICT trainees. RuralWeb offered help to improve the program.

## Status

On 29.10.13 send mail to ICT teacher to inform him about how RuralWeb can help, also asked for more information about the program.

## Issues

response expected
* KNEC: on 29.10.13 Tim send an e-mail to the Kenya National Examinations Council (KNEC) whether it is a good idea to improve an IT program on the English wikiversity and if they can help with this initiative
in progress
* request for laptops: in October 2013 we posted a message in serveral media (Ordina news letter, www.pleio.nl) in which we asked for unused laptops
# Runa Simi 1/Lesson 4

* User:Luzmael/Teacher availability/template
* Numbers
* 1 Juk, juq, uc, hoq
* 2 Iskai, iskay
* 3 Kimsa, kinsa
* 4 Tawa
* 5 Pichq'a, pisqa
* 6 Soqta
* 7 K'anchis, qanchis
* 8 Pusac, pusaq
* 9 Isk'un, isqon
* 10 Chunka
* 11 Chunka juq niyoq
* 12 Chunka iskai niyoq
* 13 Chunka kimsayoq
* 14 Chunka tawayoq
* 15 Chunka pichq'ayoq
* 16 Chunka soqtayoq
* 17 Chunka k'anchis niyoq
* 18 Chunka pusaq niyoq
* 19 Chunka isk'un niyoq
* 20 Iskay chunkay niyoq
* 100 Pachaj
* 1,000 Warank'a
| previous lesson | previous page | next page | lesson intro | next lesson | Department | Division |
# Running

There are two types of running:
* Aerobic, endurance training.
* Anaerobic, sprinting.
These two types or running require very different types of training:

## Endurance Training

Muscles need to convert glucose into energy quickly and effectively a long period of time.

## Sprint Training

Sprinting requires the body's muscles to ferment, transforming glucose into energy and lactic acid without the supply of oxygen.

## Training Advice

    Example 1: If you are training and you feel like you can’t run anymore, just keep running. It doesn’t matter at what speed, just don’t start walking. Once you start walking it is SO HARD to start running again, so just don’t do it.
    Example 2: If you feel like you can’t run anymore, decrease your speed until you feel comfortable with it. You will see that after a few minutes you will come back to breath and your speed will increase automatically.
    Example 3: If you aren’t able to run for three miles straight, you can implement this advice later on, when your shape has improved.
    Example 4: Motivation helps a lot when you 'feel' like you can’t run anymore, but it is a bad advice when you break your leg ;) You understand what I mean. Don’t force anything, if you think it’s unhealthy to continue running, then simply stop.

## Writing Running Articles

* A few ways which will help you to keep on running:
* Decrease your speed :
* When you’re training for the long runs, try to run slower than you would like to. Try to force yourself to run slower and you will see that you can run for a longer time and a longer distance. Try running 10% slower so you can run 20% longer. Try running 15% slower and you will run 30% longer, serious!
* My “pick a point technique”
* This is too easy, but oh so effective.
* When you’re running and you feel like giving up, simply pick a point and run at least till that point. This could be a tree, a house or anything else. It will help you to keep on running. Pick a point a few hundred metres in front of you, and don’t stop running until you have reached that point. Once you have reached that point, pick another point and focus on that. This worked fine for me, most of the time I forgot about giving up after I reached the point I had in mind. This will help you through the bad days, and bad days will come.

## Other pages

* Motivation_and_emotion/Book/Exercise_motivation
# Rune Yoga

Rune Yoga is the Yoga practice of the Germanic tribes, the ancestors of many people in Europe.
Wikipedia: Runes are the letters in a set of related alphabets known as runic alphabets. The earliest runic inscriptions date from around AD 150. The three best-known runic alphabets are the Elder Futhark (around 150–800), the Anglo-Saxon Futhorc (400–1100), and the Younger Futhark (800–1100).

## A personal report

For Nils the Yoga path began with an amazing story. His late father appeared to him in early 1987 in a dream and asked him: "Do you need something?" Nils replied, that he still lacked a path of practice with which he could quickly get inner strength. As Nils woke up, he went intuitively into a bookstore, looked at the shelves and suddenly saw a book on Rune Yoga. He knew immediately that this book contained the promise of the dream. Nils practiced two years every day for half an hour Rune Yoga. He turned on a beautiful music and began with a shaking in the knees, to loosen the body. He took a rune position, visualized the rune and thought a word as a mantra. By the Rune Yoga Nils received a sense of energy. His internal energy perception awoke. After six months of Rune Yoga, he could feel energies within himself and in other people. That was very helpful on his path of yoga. It was helpful for him personally and also for the teaching of yoga. Nils was able to feel inside, what the people in his groups needed, which physical and mental exercises were good for them.

## Rune Series for Beginners

Try out by yourself. Find your personal way of Rune Yoga. Find your way of moving, visualizing and mantra-speaking (thinking). Find your way to get power and happiness.
1. Turn on a music and shake your knees. 2. Bend down and rub the earth: "Earth." 3. Stretch out your arms to the sky: "Heaven." 4. Move a hand and send a person light: "May all people be happy. May the world be happy." 5. Make large circles with your arms: "Cosmos." 6. Relax in standing, sitting or lying. Think a mantra (Fa, Ur, Ing or Om) in the earth, your body and your belly. 7. Forward with power. Success (Jēra).
---> Rune Yoga with drums (Video, germ., 8 min.), Drumatical (Video, 3 min.)
# Rupert's drop

The Rupert's drops are named after Prince Rupert of the Rhine, who brought them to England in 1660, although they were reportedly being produced in the Netherlands earlier in the 17th century. Also known as Dutch tears or Batavian tears.

## Understand

This is a toughened glass beads created by dripping molten glass into cold water, which causes it to solidify into a tadpole-shaped droplet with a long, thin tail. Prince Rupert's drops are produced by dropping molten glass drops into cold water. The glass rapidly cools and solidifies in the water from the outside inward. This thermal quenching may be described by means of a simplified model of a rapidly cooled sphere. Prince Rupert's drops have remained a scientific curiosity for nearly 400 years due to two unusual mechanical properties: when the tail is snipped, the drop disintegrates explosively into powder, whereas the bulbous head can withstand compressive forces of up to 664,300 newtons or 67,740 kg.

## Features

Rupert's drops have two unique features. First one is the explosive disintegration arises due to multiple crack bifurcation events when the tail is cut – a single crack is accelerated in the tensile residual stress field in the center of the tail and bifurcates after it reaches a critical velocity of 1,450–1,900 meters per second (3,200–4,300 mph). Given these high speeds, the disintegration process due to crack bifurcation can only be inferred by looking into the tail and employing high speed imaging techniques. This is perhaps why this curious property of the drops remained unexplained for centuries.
The second unusual property of the drops, namely the strength of the heads, is a direct consequence of large compressive residual stresses⁠ up to 700 megapascals (100,000 psi)⁠ that exist in the vicinity of the head's outer surface. This stress distribution is measured by using glass's natural property of stress-induced birefringence and by employing techniques of 3D photoelasticity. The high fracture toughness due to residual compressive stresses makes Prince Rupert's drops one of the earliest examples of toughened glass.
# Web Translation Projects/Approaches to Translating Dialect/Partial translation

This strategy resembles lexicalisation but involves, in fact, a distinct translation process. It entails an incomplete intralingual and interlingual translation of the SL which excludes select excerpts (usually lexical elements that come from a third language). The social deixis which is aimed at, both in the SL and the TL, is the foreign origin of the speaker, but while the original may introduce other dialect markers to indicate that, the translation will only retain the foreign elements on the level of lexis. The social deixis is therefore retained but, similarly as in the case of lexicalisation, slightly weakened.
| | Original J.F. Cooper, The Pioneers | Translation Pionierowie (translation by T. Evert) |
| | "Ah! oui; ees sair," returned Monsieur Le Quoi, with a slight shrug of his shoulder, and a trifling grime, "dere is more. I feel ver happi det you love eet. [...]" | - Ach, oui, tak drogi panie - wzruszając lekko ramionami i wykrzywiając twarz w nieokreślonym grymasie odparł Francuz. - Jeszcze jest. Cieszę się, że panu smakował [...]" |
| Comments | The original indicates that the speaker is French and therefore their command of English is imperfect by introducing foreign lexical elements but also phonetic dialect markers. The examples are as follows: - oui 'yes' - ees sair 'yes sir' - dere 'there' - eet 'it' | The translation attempts to preserve the indication that the speaker is foreign but does so only by retaining the foreign lexical elements (here: oui), which weakens the social deixis. |
# Web Translation Projects/Approaches to Translating Dialect/Pidginisation

This strategy is the first so far to employ a full non-standard TL variety - the previous ones only used selected elements. Pidginisation aims to fully transfer the original social deixis. Though a full non-standard variety is introduced, which normally would imply a high risk of introducing false intertextuality, Pidgin Polish may be assumed to convey the same social deixis as Pidgin English, so the risk is low in the case of this strategy.
| | Original Moby Dick, H. Melville | Translation Moby Dick, czyli biały wieloryb (translation by B. Zieliński) |
| | "Cap'ain, you see him small drop tar on water dere? You see him? Well, spose him one whale eye, well den!" And taking sharp aim at it, he darted the iron right over old Bildad's broad rim. [...] "Now," said Queequeg, quitly hauling in the line, "spose-ee him whale-e eye; why dad whale dead." | - Kapitan, ty widzieć ta mała plama smoła na wodzie? Widzieć go, no to on być oko wieloryba i proszę! - wycelowawszy dokładnie, cisnął żelazo tuż nad szerokokresnym kapeluszem Bildada [...] - No - rzekł Queequeg spokojnie, holując do siebie linkę harpuna - gdyby on być oko wieloryby, to ta wieloryba być zabita. |
| Comments | The non-standard English variety employed in the original contains pronunciation and gramnar miastakes, which points to them not being a fluent speaker of English | The translation introduces what Berezowski calls 'Pidgin Polish', or Polish with visible grammar mistakes, usually lack of inflections ( lack of subject-verb concord, misassigned grammatical gender on nouns, visible in wrong verb and determiner inflections, nouns not inflected for case, which they normally are in Polish): - Kapitan 'Captain' uninflected for vocative case - ty widzieć 'do you see' lack of subject-verb concord - ta wieloryba być zabita 'the whale has been killed' lack of subject-verb concord and misuse of grammatical gender (feminine instead of masculine for wieloryb 'whale'). |
# Web Translation Projects/Approaches to Translating Dialect/Rusticalisation

Stands out as being instantly recognisable as a full non-standard TL variety, and additionally using an existing rural variety of the TL, identifying the speaker along the geographical dimension as a member of a rural language group of a specified region. This strategy preserves most of the social deixis of the original, but at the same time introduces the most risk of false intertextuality, because the identification with a specified region of the TL country may evoke associations that are not there in the SL text, simply because the SL and TL geography, administrative divisions, rural communities and their language varieties are different. Below is one of the examples provided by Berezowski:
| | Original King Lear, W. Shakespeare | Translation Król Lir (translation by J. Paszkowski) |
| | Captain MacMorris, I beseech you now, will you vouchsafe me, look you, a few disputations with you, as partly touching or concerning the disciplines of the war; the Roman wars, in the way of argument, look you, and friendly communication; partly to satisfy my opinion, and partly for satisfaction, look you, of my mind as touching the direction of the military discipline: that is the point. | Kapitanie Makmorys, proszę was bardzo, abyście pozwolili mi, uwożocie, na małom dysputacyjke z Wamy, częściom względem i co się tyczy dyscypliny wojenny, dyscypliny rzymski, drogom argumentacyi, uwożocie, i przyjacielskiego porozumienio, częściem względem zadośćuczynienio, uwożocie, mojemu umysłowi, co się tyczy derekcyi dyscypliny wojenny: tako jest sprawa. |
| Comments | In the original, the character speaking is Fluellen, a Welsh captain. In the excerpt, his non-standard speech is indicating predominantly by the use of the phrase look you | The translation employs the speech variety characteristic of the rural regions in Małopolska: phonetic markers - /o/ in place of /a/: uwożocie, zadośćuczynienio, porozumienio, tako - /om/ in place of nasal vowel: drogom - /y/ instead of /ej/ or /i/ insteat of /jej/: dyscypliny rzymski, dyscypliny wojenny plural pronouns and terms of address: - proszę was bardzo, abyście pozwolili mi 'I ask you to let me' - z Wamy 'with you' |