OpenLLM-France/wikimedia huggingface dataset:
# Sylheti language/Characteristics of Objects
## Colors

| Color name in English | Transliteration |
| Shiny | siksika |
| Light | fatla |
| Bright | for |

#### Miscellaneous

colour
    rong
colourless
    berong
colourful
    rongila, rongbirongi
shiny
    zokhmoki

#### Primary colours

red
    lal
green
    khoswa
blue
    lilua

#### Secondary colours

pink (rosy)
    gulafi
orange
    khomla
yellow
    oilda [oh-eel-dah]
purple
    baingoni
Brown
    buramaṭi/badami

#### Hueless colours

black
    khala
gray
    meghla / Matia
white
    Dola

#### Jewellery colours

gold
    shuna
silver
    rufa
bronze
    fitol
# Sylheti language/Adjectives

Adjectives in Bengali, similar to their English counterparts, do not inflect for gender or case. Additionally, they do not inflect for number either! This means that once you know an adjective, you can apply it to any noun(s) without any consideration.
To take an example, consider the adjective tall'; the Sylheti word for it is "lampa"'. Observe how the adjective (in bold letters) remains the same in the example below:
| English | Sylheti Bengali |
| the tall boy | lampa fua-gu |
| the tall girl | lampa furi-gu |
| the tall boys | lampa fua-in/fua-int okhol |
| the tall girls | lampa furi-n/furi-nt okhol |
Notice how only the definite markers (indicating singular/plural noun) change in the example above.

## Demonstrative Adjectives

We have already seen how demonstrative pronouns (see chapter on pronouns for details) function in Sylheti. Demonstrative adjectives follow exactly the same pattern with only one difference: the definite article is attached to the noun instead of the adjective. Let's look at some examples:
| English | Sylheti Bengali |
| This is mine | igu amar |
| This book is mine | i kitab-gu amar |
| That is mine | ogu amar |
| That book is mine. | ou kitab-gu amar |
So while the pronouns 'this' and 'that' translated to igu and ogu, the demonstrative adjectives translate to i and ou, with the definite singular/plural markers attached to the noun following these adjectives. So "this book" is ou kitab-gu, "these books" is ou kitab-okhol; "this boy" is ou fua, and "these boys" is ou fuain/fuaint okhol.
# Sylheti language/Belief and religion

| English | Bengali script | Latin transliteration | Sylheti Nagri script |
| Religion | ধর্ম | dhormo | ꠗꠞ꠆ꠝ |
| Islam | ইছলাম | islam | ꠁꠍ꠆ꠟꠣꠝ |
| Islamic | ইছলামী | islami | ꠁꠍ꠆ꠟꠣꠝꠤ |
| Muslim | মছলমান | mosolman | ꠝꠍꠟ꠆ꠝꠣꠘ |
| Abrahamic | ইব্রাহিমী | ibrahimi | ꠁꠛ꠆ꠞꠣꠢꠤꠝꠤ |
| Hinduism | হিন্দু | indu | ꠁꠘ꠆ꠖꠥ |
| Christian | নাছারা | nasara | ꠘꠣꠍꠣꠞꠣ |
| Jewish | ইহুদী | ihudi | ꠁꠢꠥꠖꠤ |
| monotheism | তাওহীদ | taoheed | ꠔꠣꠃꠢꠤꠖ |
| polytheism | শিরিক | shirik | ꠡꠤꠞꠤꠇ |
| atheist | নাস্তিক | nastik | ꠘꠣꠍ꠆ꠔꠤꠇ |
# Sylheti language/Expressing Obligation with Verb

Expressing obligation requires a few transformations.
First step :
The person who is obliged to do things is represented in possessive form like in the following :
| Subject pronoun | Possessive form |
| ami/mui | amar/mur |
| tumi | tumar |
| afne | afnar |
| tui | tor |
| he | tar |
| tain | tainor |
| amra | amrar |
| tumra | tumrar |
| afnara | afnarar |
| tara | tarar |
Step 2 : Take the infinitive form of the verb denoting the activity that one is obligated to do. Add the word zoruri right after it, like in the following table :
| Infinitive | Obligation expression |
| khoa | khoa zoruri |
| khora | khora zoruri |
| khaua | khaua zoruri |
Note that this obligation expression is person and number independent. It doesn't change according to who is doing something or how many people are doing something.
The last step :
Now combine the possessive and the obligation expression to make a full obligation statement, like in the following
amar khora zoruri.
tumar khoa zoruri.
tar khaua zoruri
# Solidarity Economy in Latin America/Banco Palmas

Location: Brazil
Website or Social Media links:
Instagram: bancopalmas
Website: https://www.institutobancopalmas.org/
Journalistic Resources:
Banco Palmas and Conjunto Las Palmeiras
Banco Palmas
Community: Banco Palmas
Academic Resources:
Community Currency Progress in Latin America: Evolution in Brazil of a Socio-Technical Innovation for Economic Sustainability

## Details of the Work
### Goals or Focus

Banco Palmas seeks to address the issue that potential market activity is limited by lack of transaction tools by promoting the local economy through a community currency.

### Partnerships

Brazilian Government

### Values

Accessibility

### General Categories

Financial

### Timeframe

Founded in 1998
# Solidarity Economy in Latin America/Barrio Planta Project

Location: San Juan del Sur, Nicaragua
Journalistic Resources: Unavailable at the Moment
Academic Resources: Unavailable at the Moment
Details of the Work
Goals or Focus:
BPP's Vision: We envision a world where local communities are able to leverage dynamic, emerging industries into economic and educational opportunities for their children, youth, and families.
BPP's Mission: BPP empowers children and youth in Latin America by providing supplementary schooling that instills creativity, enhances confidence, facilitates international communication, and develops critical thinking skills.
Partnerships:
BPP doesn't mention who their partners are on their websites and social media. However, through some digging we know they work with Traverse Journeys to help bring some volunteers in
Values:
BPP specifically define their values as Education, Empowerment, and Equality
General Categories:
Education, Agriculture
Timeframe and Scope:
Barrio Planta Project came together officially in 2012, after starting out as merely a group of people teaching free English classes in the La Planta neighborhood. BPP has enrolled over 1,900 students, helping to improve the lives of over 7,500 people.
# Solidarity Economy in Latin America/COHORSIL
## COHORSIL

Location: Comayagua, Honduras
Website or Social Media links: www.cohorsil.hn/nosotros-2/
Journalistic Resources: www.imackcoffee.com/cohorsil dailycoffeenews.com/2019/04/24/harvesting-the-value-of-processing-methods-a-marketing-opportunity-for-roasters-and-farmers/
Academic Resources: www.american.edu/centers/latin-american-latino-studies/upload/fostering-cooperative-resilience-during-the-covid19-pandemic.pdf Great thesis detailing coffee cooperatives across Honduras

## Details of the Work
### Goals or Focus

Provide agricultural services in a socially and environmentally responsible way.

### Partnerships

HACOFCO, Blaser Café, and other coffee buyers and sellers

### Values

Respect, Discipline, Compromise

### General Categories

Agriculture, Coffee

### Timeframe

They've been working together for 40 years.
# Solidarity Economy in Latin America/Banco Mumbuca

Location (country, city or region): Brazil
Website or Social Media links: https://bancomumbuca.com.br/
Journalistic Resources:
* What a Solidarity Economy Looks Like - Boston Review
* More than 50,000 people are set to get a basic income in a Brazilian city - Vox
* The Mumbuca, the Currency of Maricá - rockcontent blog (Portuguese)
Academic Resources:
* Digital complementary currencies and public policies during the COVID-19 pandemic
* From Community Bank to Solidarity Fintech: The Case of Palmas e-Dinheiro in Brazil

## Details of the Work
### Goals or Focus

Proporcionar o desenvolvimento econômico e social de comunidades excluídas, capacitando, formando e implementando no âmbito da sociedade brasileira, instrumentos da Economia Solidária e do desenvolvimento sustentável.
"To facilitate the economic and social development of excluded communities, enabling, making and implementing tools of the solidarity economy and sustainable development on the national level."

### Partnerships

Banco Mumbuca is an affiliate of Banco da Periferia, itself a project of Instituto Banco Palmas.

### Values

Redistribution
Local development
Environmental justice
Conscious consumerism

### General Categories

Community development bank

### Timeframe

Founded November 2014

### Other sources

Community development bank (Wikipedia)
# TAO/Setting Up and Maintaining a Community of Practice

| Target groups: | People in charge of ensuring the documentation and exchange of knowledge and experiences and the co-ordination of actions in a distributed group of peers. |
| Time window: | 2012/03 (start) |
| Completion [%]: | |
| Primary Language: | |
| Maintainers: | User:Beat_Estermann |

## Aims of the Module

Create a TAO Handbook chapter on communities of practice: definitions, development stages, best practices. Provide guidance and opportunities for the exchange of experiences among members of the TAO Community of Practice who are in charge of ensuring the documentation and exchange of knowledge and experiences as well as the co-ordination of actions in a distributed group of peers.

## Target group(s)

People in charge of ensuring the documentation and exchange of knowledge and experiences and the co-ordination of actions in a distributed group of peers.

## Step 1

Create a check list of best practices regarding the setting up, the development and maintenance of communities of practice.

## Step 2

Use the check list as a basis for interviews with people who are in charge of setting up or maintaining a community of practice in the context of the project TAO.
Goals:
* Describe the status quo of the communities under analysis
* Collect questions, problem descriptions and challenges from the interviewees' perspective
Complement the analysis by an examination of the community platform and interaction channels by the researcher.
Share the status quo analysis with the TAO project team. Use the questions and problem description for a problem-based access to the TAO Handbook and Community of Practice.

## Step 3

Based on the questions: give advice and inputs to help the development of 1 or 2 communities of practice.
# TAO/Silver Surfers' Social Networking Services

TAO: Silver Surfers' Social Networking Services - Thresholds & Drivers

## Goal of the learning module

The goal of this learning module is to elaborate on the barriers preventing and the drivers enabling seniors' use of Social Networking Services (SNS).

## Target group
### Intermediaries

Organisations or individuals aiming to reach out to, interact with or activate seniors via SNS.

### Teachers

Teachers who would like to understand the problems, barriers and drivers of SNS use by seniors, in order to develop a meaningful, appropriate and effective teaching practice.

## Learning Units

* Older Adults and Online Communities: Motives, Incentives, and Barriers (Exploratory Study)
* Analysis of focus group conversations with members of SeniorWeb NL
* First Wave TAO Survey NL - DE - CH

## Validation

This information will be validated by the feedback from the people who either use this information in their own practice or who can or cannot relate to the diverse outcomes and recommendations generated by the research activities.

## Next steps
### First steps

* We should present the output from the Learning Units in an attractive and short format
* We should invite teachers to review the Learning Units
* This will (hopefully) lead to feedback and reflection (= validation)

## Members of the Working Group Developing the Module

Stijn Bannier, Jonathan Bennett
# TAO/Personas

This page contains personas representing the different target groups of the TAO Handbook and Community of Practice. You may want to browse already existing persona descriptions in order to discover the various life situations and perspectives of our target public or to add a persona description of your own if you feel that an important group, life situation or perspective is still missing (instructions for persona creation).

## Staff members in a managing or co-ordinating function (managers)

This section contains personas of staff members in a managing or co-ordinating function (volunteers or paid staff) at organizations providing or intending to provide:
* e-learning / blended learning for seniors
* any other type of online activity for seniors related to online communities or social networks
* web2.0 introductory courses
* any type of service involving online communities or virtual teams which heavily rely on the participation of seniors

### Personas

* Heiko (56), program manager at a community centre
* Guillaume (30), project manager at Wikimedia France

## Instructors, moderators, facilitators (instructors)

This section contains personas of instructors, moderators, facilitators (volunteers or paid staff) of:
* e-learning / blended learning courses for seniors
* web2.0 introductory courses for seniors
* online activities for seniors in social networks or online communities
* activities aiming at developing online services together with seniors in a co-creative approach

### Personas

* Marianne (62), volunteer instructor for new media courses for older people

## Consultants

This section contains personas of consultants working with organizations providing or intending to provide:
* e-learning / blended learning for seniors
* any other type of online activity for seniors related to online communities or social networks
* web2.0 introductory courses
* any type of service involving online communities or virtual teams which heavily rely on the participation of seniors

### Personas

* Simona (39), consultant for adult education association of NRW / vhs-Landesverband Nordrhein Westfalen, Germany
* Bernhard Hofer (33), researcher in Zurich, interested in consulting online communities for seniors

## Senior end users

This section contains personas of seniors affected by the digital divide in various degrees who participate in:
* e-learning / blended learning activities
* any other type of online activity related to online communities, social networks, or virtual teams
* web2.0 introductory courses

### Personas

See personas of older end users on the German version of this page (in German).

## Other groups

This section contains personas describing stakeholders of the TAO Handbook and Community of Practice that don't fall in one of the categories above.
# The Necessities in Microelectronic Circuits
## Background

* [ Thevenin & Norton Equivalent Circuits ]
* Voltage & Current Sources (H1.pdf)
* Slope, Resistance, I-V Curve (wiki.pdf)
* Log Scale Plots (pdf)
* [ C & L Comparison ]
* [ Capacitor ]
* [ Inductor ]

## Diode Overview

* Diode Device (H1.pdf)
* Diode (H1.pdf)

## Diode Circuits

* Rectifier (H1.pdf)
* Filter (H1.pdf)
* Clippers (H1.pdf)
* Clampers (H1.pdf)

## BJT Overview

Note
* BJT Device (pdf)
* Characteristics (pdf)
* Amplifier (pdf)
* Switch (pdf)

## BJT Bias Circuits

Note
* DC Operating Point (pdf)
* Voltage Divider Bias (pdf)
* Base Bias (pdf)
* Emitter Bias (pdf)
* Collector Bias (pdf)
* Feedback Bias (pdf)
* Various BJT Bias Configurations (pdf)

## BJT Amplifier Topologies

* BJT Topologies - Basic Biasing (pdf)
* BJT Topologies - Characteristics (DC) (pdf)
* BJT Topologies - Characteristics (AC) (pdf)
* BJT Topologies - Voltage Divider Biasing (pdf)
Note
* BJT Topologies - Basic Biasing Amplifier Analysis (pdf)
* BJT Topologies - VD Biasing Amplifier Analysis (pdf)
* BJT Topologies - Spice Simulation (pdf)

## BJT Amplifiers

Note : BJT Amplifier Overview
* Amplifier Operations (pdf)
* AC Small Signal Model (pdf)
* h-parameter Model (pdf)
Note : BJT VDB Amplifier Configurations
* CE + VDB Amplifiers (pdf)
* CC + VDB Amplifiers (pdf)
* CB + VDB Amplifiers (pdf)
Note : BJT Other Biasing Amplifier Configurations
* Other CE Amplifiers
* Other CC Amplifiers
* Other CB Amplifiers
* Various BJT Amplifiers (pdf)
Note : Multistage Amplifiers
* Multistage Amplifiers (pdf)
* Differential Amplifiers (pdf)
Note : Power Amplifiers
* Power Amplifier Overview (pdf)
* Class A
* Class B
* Class C

## FET

JFET
* JFET Devices (pdf)
MOSFET
CMOS

## OPAmp

Note
* OP Amp Basics (pdf)
* OP Amp Applications (pdf)
go to [ Electrical_&_Computer_Engineering_Studies ]
# The Mona Lisa
## The Mona Lisa

A brief visual study of Leonardo da Vinci's Mona Lisa.
* Like many of Leonardo da Vinci's notes the image of the Mona Lisa is flipped horizontally.
* One of the most discernible hidden images is highlighted in orange, it reveals a face hidden under an archway.
* Further exploration of the painting reveals many more images hidden within the depth of the painting.
* Much like many surrealist works or in fact stereograms, different angles and distances of viewing help to identify the myriad of images contained within the painting as the observer gradually develops an appreciation of the depth within the work.
* What appear to be cracks of paint are in fact pigments painted using the sfumato technique.
* What appears to be glare only reveals the intricate weaving of multiple images delicately meld into and atop of one another.
# The Limit of ILP

This page is a forum for student discussion on the Limit of ILP.

## Paper

Base the discussion on following paper (till page 35): Limits of instruction-level parallelism by David Wall, Nov 1993

## Discussion

You can sign your discussion Schoeberl 12:50, 9 November 2006 (UTC)

### What is the maximum ILP seen? Under which assumptions?

The maximal quoted parallelism in the paper is 1000 which considered highly numerical programs and a machine with unlimited parallelism and an omniscent scheduler. In the study performed by the author the highest seen is 500 for swm256 in the perfect model with unlimited window and cycle size[WRL-93-6-1, p27]. In realistic model this value drops to around 50 as peek performance and 10 for the mean[WRL-93-6-1, p27]. CWalter

### What is the most important technique for ILP?

Or in other words: What feature would really hurt ILP when implemented not very well?
Jump prediction and specially return prediction has a great impact with a mean of 10 for parallelism. It is also easy to implement (at least in the author's opinion). Branch prediction is also very promising yielding a gain of four with only a small 4-Bit table.

### What is the difference between window size and cycle width?

The windows size is the set of instructions which is examined for simultaneous exection. The cycle width limits the number of instructions which can be scheduled, i.e. executed. Therefore if the window size is 2k we look at 2048 instructions. Assume we have found 111 instructions which can be parallelized a cycle width of 64 would limit actual parallelism to 64. CWalter

### Did loop unrolling help?

Isn't ILP the dynamic version of loop unrolling in hardware?
Loop unrolling is not the best technique. Looking at the results shown in WRL-93-6 we see that only a few programs performed better [WRL-93-6 , p24]. In some cases loop unrolling did also hurt parallelism. In fact a good branch prediction could replace loop unrolling. The only case where loop unrolling will perform better is when the compiler knows the exact bounds because in this case it could generate the perfect code. Another problem with loop unrolling is that registers are limited and depeding upon the selected depth some registers might have to be saved before entering the loop. This would undo some performance gains.CWalter

### What is available today?

The paper was written 1993, 22 years from now. How far did we get with ILP today?

### How does ILP affect determinism and asynchronous event performance?

If multiple instructions are issued does the processor need to finish all these instructions before handling an external interrupts? And if not what where is the flow interrupted? Does this mean that a processor with an average parallelism of 10 and a cycle time of 10ns has the same interrupt performance as a processor with a parallelism of 1 (none) and a cycle time of 100ns? CWalter
# Transwiki:Wikiversity-School of Computer Science/IntroProgramingCPP

Goal: For the student to learn basic computer programming skills through the C++ programming language Textbook: C++ wikibook: http://en.wikibooks.org/wiki/C++_Programming
Assignment 1: Use online materials (google) to set up a C++ compiler on your machine.
# Transwiki:Wikiversity-Matter and Measurements

Matter is everything. Matter constructs every object in the known universe, from individual atoms to the largest galaxies. Matter can be defined as anything that takes up space and has mass. Mass is very similar to a property of matter called Inertia (resistance to a change in motion), but for our purposes, it is a measurement of matter.
The vast majority of known matter comes in the form of atoms. Atoms are thus called the building block of the universe. An atom is the smallest unit of an element that still maintains the properties of that element. An element is pure substance made of only one type of atom. For example, the air around you is largely nitrogen gas. Nitrogen is an atom, and no two nitrogen atoms are distinguishable from one another. They have identical properties. They are thus the same element.
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Mechanical Engineering/Engineering Analysis

Topics
Second Order Differential Equations with Applications in Engineering
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Mechanical Engineering/Manufacturing Processes

Topics
t-statistics
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Mechanical Engineering/Materials

Topics
Material Properties
Thin Films
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Mechanical Engineering/Measurements and Instrumentation

Topics
Temperature Measurement
Probability & Statistics
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Mechanical Engineering/Mechatronics

Topics
Basic Electronics
Thermocouples, Amplifiers and Comparators
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Mechanical Engineering/Dynamics

Topics
The Big Slip
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Mechanical Engineering/Graphics

Course Description
Topics
Introduction to CAD
Introduction to Multi-view Drawings - Snap Cubes
Introduction to Pictorial Drawings - Snap Cubes & Special Graph Paper
A Lesson in Sub-Assemblies - CAD - Snap Cubes
A Lesson in Sub-Assemblies & Working Drawings - CAD - Lincoln Log House
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Mechanical Engineering/Introduction to Mechanical Engineering

Topics
Engineering Estimation
Process Improvement
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Mechanical Engineering/MEMS & NEMS

Topics
Atomic Force Microscope (AFM)
# UTPA STEM/CBI Courses Organized by STEM Category/Engineering and Computer Science/Mechanical Engineering/Numerical Methods and Statistics

Course Description
Topics
Loop and Case Structures