OpenLLM-France/wikimedia huggingface dataset:
# Esperanto/Digital dumping

What are the issues around sending old computing equipment to the Global South? Is it a useful way to show solidarity with those limited access to resources, or does it primarily provide donor satisfaction while failing to address deeper seated issues around sustainable development. Will the equipment find it's way to Agbogbloshie sooner or later?
Please add material to this debate below.

## Factors for consideration

Some groups have taken very firm positions in this debate, but perhaps what we need to do is to consider things on a case by case basis. i.e what utility is gained by sending a particular piece of equipment to a particular location? How can this be assessed in terms of the environment (technical and social, as well as in terms of pollution)? The better an item fits within the social-technical environment in which its is embedded, the more it mitigates any negative environmental impact. In this context it is important to compare sending old equipment, cast offs from a global north environment, to sourcing cheap new equipment which might be much more useful in many respects. An aspect of this is increasing use of the Mobile Web.
# Esperanto/Calendar

| root | Akadamio de Esperanto | -o (noun) | -a (adjective) | -i (verb) | -e (adverb) | mal- (opposite) | chef- (main) | ek- (start) | eks (end) | re- (cyclic) | dis- (distributive) | pra- (ancient) | comments |
| epok | epoch | epoch | w: | w: | w: | w: | w: | w: | w: | w: | w: | ages long ago | -iam |
| dat | date | date | w: | date | w: | w: | w: | w: | expired | w: | w: | w: | |
| pluv | rain | rain | rainy | rain | w: | w: | w: | drizzle | w: | w: | w: | w: | |
| jar | year | year | annual | w: | annually | w: | w: | w: | w: | w: | w: | w: | |
| tag | day | Day | w: | w: | daily | w: | w: | w: | w: | w: | w: | w: | |
| hor | hour | hour | w: | w: | hourly | w: | w: | w: | w: | w: | w: | w: | |
| moment | moment | moment | momentary | w: | momentarily | w: | w: | w: | w: | w: | w: | w: | |
| monat | month | month | mensual | w: | monthly | w: | w: | w: | w: | w: | w: | w: | |
| nokt | night | night | noctunal | w: | nightly | w: | w: | w: | w: | w: | w: | w: | |
| minut | minute | minute | w: | w: | per minute | w: | w: | w: | w: | w: | w: | w: | |
| sezon | season | season | seasonal | w: | seasonally | w: | w: | w: | w: | w: | w: | w: | |
| semajn | week | week | w: | w: | weely | w: | w: | w: | w: | w: | w: | w: | |
| vintr | winter | winter | wintery | w: | winterly | w: | w: | w: | w: | w: | w: | w: | |
| aŭtun | fall (oftheyear) | Autumn | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
| krepusk | twilight | twilight | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
| maten | morning | morning | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
| printemp | springtime | Spring | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
| sekund | second | second | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
| somer | summer | Summer | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
| vesper | evening | evening | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
# Esperanto/Contributors

* JorisvS (discuss • contribs): 09:18, 28 February 2014 (UTC)
* JorisvS (discuss • contribs): 19:37, 14 January 2014 (UTC) – 3 February 2014
* Ceneezer (discuss • contribs): 20:44, 19 August 2013 (UTC) – 3 September 2013
* JorisvS (discuss • contribs): 00:41, 21 December 2012 (UTC) – 25 January 2013
# Methods of Payment

| Unit 4.1-Methods of Payment | Introduction | Cash in Advance | Documentary Collections | Letters of Credit | Open Account | Combining Methods | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Unit 4.1- Methods of Payment

An international manager needs to be able to describe methods and types of payment and the ways payments are communicated, both within and outside of the business organization. The application of these payment terms is critical to meeting both the business and collection goals of an organization.

### Unit Objective

The goal of this material is to introduce the methods of payment available to buyers and sellers conducting international transactions. By the end of this unit you will be able to:
* identify the methods of payment available for international transactions.
* determine when to apply different methods of payment.

### Unit Outline

* Introduction
* Cash in Advance (Prepayment)
* Documentary Collections
* Letters of Credit
* Open Account
* Combining Methods of Payment
* Summary
* Resources
* Activities
* Assessment

### Resources

Correlation: Materials from this unit correlate with NASBITE CGCP's Knowledge Statement 04/04/01: Knowledge of methods and costs of payment (e.g., letters of credit, documentary collections, cash in advance, time draft, banker's acceptance)
# Methods of Payment/Assessment

| Unit 4.1-Methods of Payment | Introduction | Cash in Advance | Documentary Collections | Letters of Credit | Open Account | Combining Methods | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |
# Methods of Payment/Combining Methods of Payment

| Unit 4.1-Methods of Payment | Introduction | Cash in Advance | Documentary Collections | Letters of Credit | Open Account | Combining Methods | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Combining Methods of Payment

The important thing to remember about methods of payment is that they are not absolute. They can be combined in many ways to reduce risk for all of the parties involved. For example, should a new customer require custom-made products, but cannot afford 100% prepayment, an exporter could offer 50% prepayment to cover the cost of manufacturing and 25% payment at invoice date and 25% payment 90 days after invoice.
# Methionine

Methionine is one of the 20 common amino acids which makes up animal and plant proteins. Its molecular formula is HOO=CCH(NH$_2$) (CH$_2$)$_2$ SCH$_3$.

## Vasodilatation

Oral methionine loading impairs flow-mediated endothelium-dependent vasodilatation.

## Pulmonary

Animals given large doses of parenteral methionine or homocysteine thiolactone die of pulmonary embolism and pulmonary infarct.
# Methodism

This learning resource offers information about Methodism through the Wikiversity School of Theology. It is being expanded to be as inclusive as possible. Feel free to add links to other relevant pages and learning projects.

## Introduction

Methodism is a group of Protestant denominations within Christianity, developed from the life and ideas of the18th century Anglican preacher John Wesley.

## Readings
### External

* Methodist Doctrine And The Preaching Of Universalism (1992)
* Does The United Methodist Church believe in universal salvation?
# Methods of Payment/Cash in Advance (Prepayment)

| Unit 4.1-Methods of Payment | Introduction | Cash in Advance | Documentary Collections | Letters of Credit | Open Account | Combining Methods | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Cash in Advance/Prepayment

Cash in Advance/Prepayment occurs when a buyer sends payment in the agreed currency and through agreed method to a seller before the product is manufactured and/or shipped. Upon receipt of payment this seller then ships the goods and all the necessary shipping and commercial documents directly to the buyer.
| Time of Payment | *Prior to manufacturing and/or shipping, through the agreed upon method (cash, wire transfer, check, credit card, etc.). |
| Goods Available to Buyer | *After payment is received. |
| Risks to Seller | *Product is manufactured and never paid for. |
| Risks to Buyer | *Seller does not ship per the order (quantity, product, quality, shipping method). *Seller does not ship when requested. |
| When Appropriate to Quote or Use | *When there is no established relationship between the buyer and seller. *Product is a special order and can only be sold to this specific buyer since it contains company logo, etc. *Seller is confident that importing country will impose regulations deferring or blocking transfer of payment. *Seller does not have sufficient liquidity or access to outside financing to extend deferred payment terms. |
| Financing | *Buyer must have cash or financing available. |
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group4/Group Activities/General activities

anyways if u like the most in facebook u can join to our group to discus also Facebook Group MIS I'll explain what I understand in here for tmr.
and all of you please go to Facebook Group to join. Pleas go to this link: https://www.facebook.com/groups/328424160649960/. Thank Best.
On the hand if anybody interested in Blogger to create the group you can help me to edit some html and css code in new template by throwing your email address down bellow and I'll add you as admin of the blog for permission. Feel free to contact me
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group4/Group Activities/Respond to the Assignment​ 4

slide 30 -Downsizing:ការកាត់បន្ថយចំនួនបុគ្គលិកដើម្បីកាត់បន្ថយការចំណាយ។ឧ..ដូចជារោចក្រធ្វើរថយន្តមនុស្សជាអ្នកកំណត់មុខងារអោយម៉ាសីុនដើម្បីតំឡើងអោយក្លាយជារថយន្តវាចំនាយពេលវេលា និងចំនាយថវិការតិចជាងជួលកម្មករមកធ្វើការ។ - On-demand computing: អាចនិយាយបានថាវាតម្រូវការអាជីរកម្មរឺការប្រើប្រាស់Computer។ - Outsourcing: ការធ្លាក់ចុះជាមួយprofessional service ពីខាងក្រៅ។
This is my documentation assignment that talk about Software and Hardware Click to Download
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group3/Group Member

| No | Name | Gender | User Name | Personal Link | Group Link | Phone | Email | Role |
| 01 | Mam Piseth | M | piseth.mam | razeth-zeus.blogspot.com | e-niseth.blogspot.com | +855-78-632 775 | seth_bigk@ymail.com | Leader |
| 02 | Phanny Lidakun | M | Lidakun.Phanny | lidakun.blogspot.com | e-niseth.blogspot.com | +855-11 356 910 | phanny.kun@gmail.com | Member |
| 03 | Khuth Panha | M | Panha.Khuth | eangpanha.blogspot.com | e-niseth.blogspot.com | +855-96 731 1114 | eangpanha168@gmail.com | Member |
| 04 | Khlork Vichet | M | Vichet.Khlork | example.com | e-niseth.blogspot.com | +855-16 721 096 | vichetcmc@gmail.com | Member |
| 05 | Meas Vathana | M | Meas.Vorthana | measvorthana.blogspot.com | e-niseth.blogspot.com | +855-87 242 474 | vorthanaly@gmail.com | Member |
| 06 | Khoem Sothea | M | Sothea.khoem | facebook.com/khoem.sothea | e-niseth.blogspot.com | +855-87 533 584 | khoemsothea99@gmail.com | Member |
| 07 | Ly Rostan | M | rostan.ly | example.com | e-niseth.blogspot.com | +855-98 308 969 | rostanly@gmail.com | Member |
| 08 | Kith Sotheara | M | Sotheara Kith | sotheara93.blogspot.com | e-niseth.blogspot.com | +855-70 633 517 | kith.sotheara@gmail.com | Member |
| 09 | Leng Samrith | M | Samrith.leng | example.com | e-niseth.blogspot.com | +855-93 721 148 | samrithleng9@gmail.com | Member |
| 10 | Men Chandara | M | Men chan dara | example.com | e-niseth.blogspot.com | +855-69 443 399 | menchan.dara@yahoo.com | Member |
| 11 | Ngoun Chheang Hong | M | Ngoun Chheang Hong | example.com | e-niseth.blogspot.com | +855-93 404 919 | chheanghongngoun@gmail.com | Member |
Back to Group 3
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group4/Group Activities/Case Study/Assignment

Everybody here is our case study:
Read Slides online here
For me I think in these slides want us to know about:
* what 's an information system?
* How can it work/be?
* what's computer base-information system? how can it help us?
Spend sometime at school and let's make it done don't try to delay friends. OK, we need to note it down and get more research about all the important points in the slides and we need to make a new slide that summary about the topic.Each points must have an example to share it in our class and they can easily understand about it. Make sure you check the slides out before you try to share your idea. If someone see it here you must reply me don't make me feel alone here or I'll blame you at school.(Sareth Phin)
after read the slide and through the Teacher's explain for my idea i understood that:
* Information System is a set of data and action that include Input, Process, Output and feedback.
* Information System work as a System that it is a raw fact then convert to a useful output by the Processing and Output to a useful document and report and at the end it will be Feedback about the change of Input and Processing. (Tit Tiarith)
It's a good idea anyway but I don't see anywhere in this slide explain about IT and yes we'r studying IT but these slide are focus on Information System(IS) and computer base-system and each components of computer base system. What/How/Why!!! (Sareth Phin)
In our slide i do not see what to say about IT just see IS and computer base-information system. everything we will explain on Present day, but i also need all of our group member's idea to and one more need a presenter. (Tit Tiariht)
Actually What is this sentence mean " For my idea i think for our slide are want us to understand about What is "it" and well I've misunderstood about "it" lately,but in this case "it" you have said is focus on (IS) so why don't you just write IS instead of it. On the other hand , if you don't suppose to be a presenter so Mr. RoeunPhirun is a good presenter after all but you didn't even come to school to discuss about it at school at all.And where is the new slides , you can post it here and let me see how is it. (SarethPhin)
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group4/Group Member

| No | Name | Gender | User Name | Personal Link | Group Link | Phone | Email | Role |
| 01 | Tit Tiarith | M | Tittiarith | My Blogspot | Blog Group | +85567-378-492 | tit.tiarith@gmail.com | Leader |
| 02 | Phin Sareth | M | Sareth Phin | Blog | Blog Group | +855-975-002-425 | phinsareth@gmail.com | Member |
| 03 | Suy Visal | M | Suy Visal | Suyvisal's Website | Blog Group | +855965-853-833 | Suy_Visal@yahoo.com | Member |
| 04 | Sou Raksmey | M | Raksmey.Sou | My Blogsport | Blog Group | +855-70302040 | raksmey.sou7@gmail.com | Member |
| 05 | Veasna Epilot | M | Epilot Veasna | example.com | Blog Group | +855-93-306-690 | epilot.v@gmail.com | Member |
| 06 | Thai Visal | M | Thai.Visal | Account Facebook | Blog Group | +855-69-340 944 | thaivisal@gmail.com | Member |
| 07 | Srey Ly | M | Ly.srey | example.com | Blog Group | +855-98-723 848 | sreyly098@gmail.com | Member |
| 08 | Sary Ysa | M | Ysa sary | My blog | Blog Group | +855-96-846 6665 | saryysa9@gmail.com | Member |
| 09 | Soeurng Chantho | F | chantho.soeurng | Blogger | Blog Group | +855-99971787 | chantho.93@gmail.com | Member |
| 10 | Son Kimkeo | M | Kimkeo.Son | Wesite | Blog Group | +855-96-48-99995 | sonkimkeo@gmail.com | Member |
| 11 | Pov Phanya | M | Povphanya | Facebook Account | Blog Group | +85510505011 | povphanya@me.com | Member |
| 12 | RoeunPhirun | M | phirunroeun | it-free-kon-khmer | Group | +855-86-270-897 | roeun.phirun8@gmail.com | Member |
| 13 | Se thaiger | M | Se thaiger | Thaigerse@yahoo.com | Group | +855-69-692-586 | Thaigerse@yahoo.com | Member |
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group4

* Group Member
* Group Activities
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group4/Group Activities

* Discuss
* Respond to the Assignment​ 4
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group4/Group Activities/Respond to the Assignment
## Respond to System Investigation[03-09-14]

This is my group slides:
# ICT in Education/Student Activities/Mr. Tak Kean/Class M5

* Check Assignment
* Group1
* Group2
* Group3
* Group4
# Informal learning activities/Mz

Mzmbq
This inserts a link to the country or area, in this case Mozambique, into a Places & Buildings item.
# Informal learning activities/Mwd

*  [[w:{{{1}}} {{{2}}}|{{{1}}}]] {{{2}}}   {{{3}}}  ({{{4}}})
This sets up an item in Men & Women lists, where {{{1}}} {{{2}}} are the surname and given name for the Wikipedia link, {{{1}}} is the surname to be displayed, {{{3}}} is the century of their life, and {{{4}}} is the hint to their main role in life. This is the template for Chinese names that put the surname first.
# Informal learning activities/NAO

NAtlOcn
This inserts a link to the country or area, in this case the North Atlantic Ocean, into a Places & Buildings item.
# Informal learning activities/Mwj

*  [[w:{{{1}}} {{{2}}}|{{{1}}}]] {{{3}}}  ({{{4}}})
This sets up a simple item in Men & Women lists, where there is no forename and {{{1}}} {{{2}}} is the link to the person or group, {{{1}}} is the displayed name, {{{3}}} is the century of their life, and {{{4}}} serves as the hint to their main role.
# Informal learning activities/Mwm

*  [[w:{{{1}}} {{{2}}}|{{{3}}}]] {{{4}}}  ({{{1}}})
This sets up a simple item in Men & Women lists, where there is no forename and {{{1}}} {{{2}}} is the link to the person or group, {{{3}}} is the displayed name, {{{4}}} is the century of their life, and {{{1}}} serves as the hint to their main role.
# Informal learning activities/Mwl

*  [[w:{{{1}}} {{{2}}}|{{{2}}}]] {{{3}}}  ({{{1}}})
This sets up a simple item in Men & Women lists, where there is no forename and {{{1}}} {{{2}}} is the link to the person or group, {{{2}}} is the displayed name, {{{3}}} is the century of their life, and {{{1}}} serves as the hint to their main role.
# Informal learning activities/Mwk

*  [[w:{{{1}}} ({{{2}}})|{{{1}}}]] {{{3}}}  ({{{4}}})
This sets up a simple item in Men & Women lists, where there is no forename and {{{1}}} ({{{2}}}) is the link to the person or group, {{{1}}} is the displayed name, {{{3}}} is the century of their life, and {{{4}}} serves as the hint to their main role.
# Informal learning activities/Mx

Mxc
This inserts a link to the country or area, in this case Mexico, into a Places & Buildings item.
# Informal learning activities/My

Mynmr
This inserts a link to the country or area, in this case Myanmar, into a Places & Buildings item.
# Informal learning activities/Mwe

* {{{1}}}  [[w:{{{2}}} {{{3}}}|{{{3}}}]] {{{4}}}  ({{{5}}})
This sets up an item in Men & Women lists, where {{{1}}} {{{3}}} are the forename and surname to be displayed, {{{2}}} {{{3}}} is the link to Wikipedia, {{{4}}} is the century of their life, and {{{5}}} is the hint to their main role in life.
# NCERT/Textbook Solutions/Class V
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class V/
# NCERT/Textbook Solutions/Class VI
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class VI/
# NCERT/Textbook Solutions/Class VII
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class VII/
# NCERT/Textbook Solutions/Class IX
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class IX/
# NCERT/Textbook Solutions/Class VII/Mathematics

NCERT books are based upon the curriculum/syllabus defined by CBSE. These syllabus are periodically reviewed and revised. The NCERT book for a particular subject is divided into various chapters and every chapter has a set of questions following the chapter. This section provides answers to the questions at the end of each chapter in the Maths book, for Class-VII.

## See Also

* NCERT/Textbook_Solutions
* NCERT/Textbook_Solutions#Solutions_to_Textbooks_of_Class_VII

## External Links

* Official website of NCERT
* NCERT textbooks available online
# NCERT/Textbook Solutions/Class IV
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class IV/
# NCERT/Textbook Solutions/Class VII/History

NCERT books are based upon the curriculum/syllabus defined by CBSE. These syllabus are periodically reviewed and revised. The NCERT book for a particular subject is divided into various chapters and every chapter has a set of questions following the chapter. This section provides answers to the questions at the end of each chapter in the History book, Our Pasts-2, Social and Political Life Class, for Class-VII.

## See Also

* NCERT/Textbook Solutions
* NCERT/Textbook Solutions/Class VII/Civics
* NCERT/Textbook Solutions/Class VII/Geography

## External Links

* Official website of NCERT
* NCERT textbooks available online
# NCERT/Textbook Solutions/Class VII/Science

NCERT books are based upon the curriculum/syllabus defined by CBSE. These syllabus are periodically reviewed and revised. The NCERT book for a particular subject is divided into various chapters and every chapter has a set of questions following the chapter. This section provides answers to the questions at the end of each chapter in the Science book, for Class-VII.

## Reproduction in Plants

==Motion and

## Wastewater Story

* Class VII Science NCERT Solutions; Wastewater Story

## See Also

* NCERT/Textbook_Solutions
* NCERT/Textbook_Solutions#Solutions_to_Textbooks_of_Class_VII

## External Links

* Official website of NCERT
* NCERT textbooks available online
# Motivation and emotion/Book/2015/Suppression of benevolent emotion/Appendices 1aa

Current contemporary theories suggest emotions are evaluations of internal or external cues that have relevance for an individual, and when interpreted by the individual give off response tendencies (Izard, 2010). However when these response tendencies occur, humans don't have the ability to stop them, rather regulate them through |emotional regulation strategies. Emotional regulation strategies are suggested to be how we try and influence our emotions, through how we experience and express them. Gross (1998) suggests emotional regulation is how we control our feelings, physiological responses, urges and the way we communicate that we are having those emotions. Figure 1 depicts how Gross (1998) understood this process, and how there are five points at which an emotional situation strategy can be implemented to regulate an emotion.

### Emotional Regulation Process Model

This process model suggests an emotion begins with a situation, once the emotion starts there is usually some degree of management of that emotion. The person will either direct their attention away from or towards the situation. The situations that are shown attention are then appraised, interpreted and reappraised. Finally, a coping response follows. The Model by Gross suggests that at any one of these points, emotional regulation strategies can be put in place. Take a look at the example below giving a real life example, showing the various points in which emotional regulation strategies can be used.
* Examples: You start internet dating and some 'gorgeous' looking man asks you out on date to the movies. Firstly you have signed onto internet dating so you should be prepared for the possibility of being asked out on a date, however, you have the choice to accept the offer or decline. If you accept, then you may try modify the situation, ask to go at later time, meet at his house/your house/the movies. During this planning you will appraise whether this man is suitable and what is possibly at stake. Then when you finally arrive at the movie date, the model would suggest you will display coping strategies like, thanking them for asking you on the date, an assessing whether this person will be suitable for a long term relationship.
The above example depicts how there are various stages at which emotional regulation strategies can be implemented.
Refence
Izard, C. E. (2010). The many meanings/aspects of emotion: Definitions, functions, activations, and regulation. ''Emotions Review'', 2, 363-370.