OpenLLM-France/wikimedia huggingface dataset:
# System development/course/data items, attributes and relations
## Relations

Draw together with the student some examples on a whiteboard or piece of paper. Explain what questions you should ask yourself to make the right decision about how a relation should be build in Triggre.
Possible examples are:
* Order – Orderrule
** Start with a one to many relation.
* Employee – Project
** Then explain the many to many relation.
* Person – LastName
** In a lot of applications the relation between Person and LastName will be a 1-1 relation, LastName is an attribute of Person.
** In SAP the lastname is registered in infotype 0002, see http://nl.sap.wikia.com/wiki/IT0002 for screenshot. At the top of the screen you can register a start an end date. Now the relation is a 1 to many relation.
* Person – Address
** In a lot of applications the relation between Peson and Address will be a 1-1 relation.
** In an eHRM portal however you want to give your employees the opportunity to register their future move to a new house in advance. So you need a many to many relation.
﻿* Employee – Person
** Also add the concepts: Applicant, Contact.
* Leasecare – driver
# TESOL

TESOL stands for Teaching English to Speakers of Other Languages. It includes:
* Teaching English as a second language (TESL)
* Teaching English as a foreign language (TEFL)

## Resources

Special:Prefixindex/TESOL/

## See Also

* Portal:TESOL
* Category:TESOL Materials
* Category:English as a Second Language
# TESOL/Apologizing

* Remember how I borrowed your book?
* You know how you lent me your glass?

## Key sentences

| Person apologizing | Friend |
| Remember how I borrowed your (noun) ? Remember how you let me your (noun) ? | Yeah. What happened? Uh huh? |
| Person apologizing | Friend |
| I'm really sorry, but I (verb) it by accident. | Oh. |
| Person apologizing | Friend |
| I (past progressive) and I broke it. | I see. |
| Person apologizing | Friend |
| I'm really sorry. I didn't mean to. | That's ok. Don't worry about it. |

### Drills

Say these sentences without looking.
Remember how I borrowed your (noun) ? :
| noun | sentence |
| book | Remember how I borrowed your book ? |
| glass | Remember how I borrowed your glass ? |
| suitcase | Remember how I borrowed your suitcase ? |
| jacket | Remember how I borrowed your jacket ? |
I'm really sorry, but I (verb) it by accident. :
| verb | sentence |
| ruined | I'm really sorry, but I ruined it by accident. |
| lost | I'm really sorry, but I lost it by accident. |
| stained | I'm really sorry, but I stained it by accident. |
| damaged | I'm really sorry, but I damaged it by accident. |
I (past progressive) and I broke it. :
| past progressive | sentence |
| was running | I was running and I broke it. |
| was hiking | I was hiking and I broke it. |
| was cooking | I was cooking and I broke it. |
| was playing soccer | I was playing soccer and I broke it. |

## Example

Practice this conversation.
| Person apologizing | Friend |
| Remember how I borrowed your (book) ? | Yeah. What happened? |
| Person apologizing | Friend |
| I'm really sorry, but I (ruined) it by accident. | Oh. |
| Person apologizing | Friend |
| I (was running) and I broke it. | I see. |
| Person apologizing | Friend |
| I'm really sorry. | That's ok. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Person apologizing | Friend |
| Remember how I borrowed your ... ? | Yeah. What happened? |
| Person apologizing | Friend |
| I'm really sorry, but I ... it by accident. | Oh. |
| Person apologizing | Friend |
| I ... and I broke it. | I see. |
| Person apologizing | Friend |
| I'm really sorry. | That's ok. |
Change partners. Use your imagination and make another conversation.

## Practice

| Person apologizing | Friend |
| You borrowed something and damaged it. Apologize. | Listen to your friend. |

## Further study

* English lesson topics
# TESOL/Advice
## Key sentences

| Giving advice | Accepting or Rejecting Advice |
| Do you mind if I give you some advice? | Sure, go ahead. Sure, what is it? |
| Giving advice | Accepting or Rejecting Advice |
| It's about (noun or gerund). | Mhm? |
| Giving advice | Accepting or Rejecting Advice |
| Maybe you should (verb). | Thanks for the advice. I'll try that. Thanks, but I'm not so sure. |

### Drills

Say these sentences without looking.
It's about (noun or gerund). :
| noun or gerund | sentence |
| getting to work | It's about getting to work. |
| your driving | It's about your driving. |
| the soup | It's about the soup. |
| how you eat | It's about how you eat. |
Maybe you should (verb). :
| verb | sentence |
| take an earlier train | Maybe you should take an earlier train. |
| drive more slowly | Maybe you should drive more slowly. |
| use less salt | Maybe you should use less salt. |
| not skip breakfast | Maybe you should not skip breakfast. |

## Example

Practice this conversation.
| Giving advice | Accepting or Rejecting Advice |
| Do you mind if I give you some advice? | Sure, go ahead. |
| Giving advice | Accepting or Rejecting Advice |
| It's about (getting to work). | Mhm? |
| Giving advice | Accepting or Rejecting Advice |
| Maybe you should (take an earlier train). | Thanks for the advice. I'll try that. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Giving advice | Accepting or Rejecting Advice |
| Do you mind if I give you some advice? | Sure, go ahead. |
| Giving advice | Accepting or Rejecting Advice |
| It's about .... | Mhm? |
| Giving advice | Accepting or Rejecting Advice |
| Maybe you should .... | Thanks for the advice. I'll try that. |
Change partners. Use your imagination and make another conversation.

## Practice

| Giving advice | Accepting or Rejecting Advice |
| Imagine your partner is you friend and has one of these problems and give some advice: bad driver always late bad cook forgetful | Accept or reject their advice. |

## Further study

* English lesson topics
# TESOL/Asking for help
## Key sentences

| Asking for help | Giving or denying help |
| If (verb) may I ask a favor? | Sure, what is it? Mhm? |
| Asking for help | Giving or denying help |
| Could you help me (verb) ? Can you help me (verb) ? | Hmm, let me see. Well... |
| Giving or denying help | Asking for help |
| What do you need my help for? Why do you need it? | It's just that (reason). |
| Asking for help | Giving or denying help |
| I'd really (verb phrase). It would really help me out. | Sure, (verb). Actually, (excuse). |

### Drills

Say these sentences without looking.
If (verb) may I ask a favor? :
| verb | sentence |
| you're not too busy | If you're not too busy may I ask a favor? |
| it's ok | If it's ok may I ask a favor? |
| you don't mind | If you don't mind may I ask a favor? |
| it's possible | If it's possible may I ask a favor? |
Could you help me (verb) ? :
| verb | sentence |
| do my homework | Could you help me do my homework ? |
| carry this suitcase | Could you help me carry this suitcase ? |
| find my keys | Could you help me find my keys ? |
| set the table | Could you help me set the table ? |
It's just that (reason). :
| reason | sentence |
| I can't understand my homework | It's just that I can't understand my homework. |
| It's too heavy | It's just that It's too heavy. |
| I can't find them | It's just that I can't find them. |
| I'm very tired | It's just that I'm very tired. |
I'd really (verb phrase). :
| verb phrase | sentence |
| appreciate it | I'd really appreciate it. |
| be glad if you did | I'd really be glad if you did. |
| like that | I'd really like that. |
| appreciate that | I'd really appreciate that. |
Sure, (verb). :
| verb | sentence |
| I wouldn't mind | Sure, I wouldn't mind. |
| that's ok | Sure, that's ok. |
| no problem | Sure, no problem. |
| that's fine | Sure, that's fine. |

## Example

Practice this conversation.
| Asking for help | Giving or denying help |
| If (you're not too busy) may I ask a favor? | Sure, what is it? |
| Asking for help | Giving or denying help |
| Could you help me (do my homework) ? | Hmm, let me see. |
| Giving or denying help | Asking for help |
| What do you need my help for? | It's just that (I can't understand my homework). |
| Asking for help | Giving or denying help |
| I'd really (appreciate it). | Sure, (I wouldn't mind). |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking for help | Giving or denying help |
| If ... may I ask a favor? | Sure, what is it? |
| Asking for help | Giving or denying help |
| Could you help me ... ? | Hmm, let me see. |
| Giving or denying help | Asking for help |
| What do you need my help for? | It's just that .... |
| Asking for help | Giving or denying help |
| I'd really .... | Sure, .... |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking for help | Giving or denying help |
| Ask your partner for help. | Ask why and agree to help or deny help. |

## Further study

* English lesson topics
# TEFL for Pre-Readers and Emerging Readers

This page is intended to gather teaching resources for use with children who live in a foreign country, and are learning English. (EFL - English as a foreign language).
Resources on this page should work with any ESL program and native speaking early readers.
The resources are to be organized as teaching subjects would be organized. For example:
Colors Media:Colors.pdf
Alphabet, initial sounds, and simple vocabulary: Media:A_b_activities.pdf‎
Numbers
Family
Within each of these categories are materials and lessons to teach these concepts covering reading, writing, listening, and speaking.
# TESOL/4-3-2 Exercises

A common fluency-building technique in used in teaching English as a second language is to use a 4/3/2 exercise, where a student gives a talk in four minutes, repeats it in 3 minutes to another partner, and repeats it again in 2 minutes to a third partner.
The purpose is to build fluency by reinforcing skills that the student already possesses under time pressure. Partners should be different each time so that the speaker does not feel tempted to add new information and so that there is pressure to convey a message to an audience.
Conveying a message successfully each time in the time allotted constitutes success.

## A 4/3/2 exercise with small groups

This activity cannot be done with under three students without the students repeating their story to the same person. With groups of three to five students, the following patterns can be used.
In this case, the proportions of time used in 4/3/2 are used, but the amount of time for the initial telling is shortened from 4 minutes to 130 seconds. The second telling is 100 seconds, and the third is 60.

### 3 students
#### Stage 1

A and C speak. Both have 130 seconds.
| | | B | | |
| A | | | | C |
| | | T | | |

#### Stage 2

A and B speak. A has 100 seconds. B has 130 seconds.
| | | B | | |
| A | | | | C |
| | | T | | |

#### Stage 3

B and C speak. Both have 100 seconds.
| | | B | | |
| A | | | | C |
| | | T | | |

#### Stage 4

A and C speak. Both have 60 seconds.
| | | B | | |
| A | → | | | C |
| | | T | | |

#### Stage 5

It's B's lucky day, because they get to speak to everyone. B has 60 seconds.
| | | B | | |
| A | | | | C |
| | | T | | |

### 4 students

4 students is an ideal number for a 4/3/2 exercise in small groups because every student gets to talk to every other student, the times per student at each stage are uniform, and the teacher can focus on the class as a whole at each step.

#### Stage 1

A and C speak. Both have 130 seconds.
| | | B | C | | |
| A | | | | | D |

#### Stage 2

B and D speak. Both have 130 seconds.
| | | B | C | | |
| A | | | | | D |

#### Stage 3

A and B speak. Both have 100 seconds.
| B | → | C |
| A | → | D |

#### Stage 4

C and D speak. Both have 100 seconds.
| B | ← | C |
| A | ← | D |

#### Stage 5

A and D speak. Both have 60 seconds.
| | | B | C | | |
| A | | | | | D |

#### Stage 6

B and C speak. Both have 60 seconds.
| B | | | C |
| A | | | D |

### 5 students
#### Stage 1

A, C, and E speak. Each have 130 seconds.
| | | | C | | | |
| | | B | | | D | |
| A | | | | | | E |
| | | | T | | | |

#### Stage 2

A, B, and D speak. B and D have 130 seconds but A only has 100.
| | | | | C | | | |
| | | B | | | D | | |
| A | | | | | | | E |
| | | | | T | | | |

#### Stage 3

B, C, and E speak. Each has 100 seconds.
| | | | C | | | |
| | | B | ↓ | D | | |
| A | | | | | | E |
| | | | T | | | |

#### Stage 4

A, B, and D speak. D has 100 seconds but A and B only have 60 seconds.
| | | | C | | | |
| | B | | | | D | |
| A | | | → | | | E |
| | | | T | | | |

#### Stage 5

C, D, and E speak. Each has 60 seconds.
| | | | C | | | |
| | B | | | | D | |
| A | | | ← | | | E |
| | | | T | | | |
# TESOL/Accusations
## Key sentences

| Making accusations | Defending oneself |
| How did you (disaster) ? | Look, I've been very (adjective) lately. |
| Making accusations | Defending oneself |
| Why didn't you (noun) ? | Look, I thought you were (verb). |
| Making accusations | Defending oneself |
| This is just (adjective). | Hey, it's not that bad. Listen, it's not all my fault. |

### Drills

Say these sentences without looking.
How did you (disaster) ? :
| disaster | sentence |
| let this happen | How did you let this happen ? |
| forget | How did you forget ? |
| make that mistake | How did you make that mistake ? |
| confuse them | How did you confuse them ? |
Look, I've been very (adjective) lately. :
| adjective | sentence |
| busy | Look, I've been very busy lately. |
| stressed | Look, I've been very stressed lately. |
| tired | Look, I've been very tired lately. |
| sick | Look, I've been very sick lately. |
Why didn't you (noun) ? :
| noun | sentence |
| prepare | Why didn't you prepare ? |
| order enough food | Why didn't you order enough food ? |
| check the time | Why didn't you check the time ? |
| double check | Why didn't you double check ? |
Look, I thought you were (verb). :
| verb | sentence |
| in charge of that | Look, I thought you were in charge of that. |
| aware of it | Look, I thought you were aware of it. |
| fine with it | Look, I thought you were fine with it. |
| taking care of that | Look, I thought you were taking care of that. |
This is just (adjective). :
| adjective | sentence |
| ridiculous | This is just ridiculous. |
| unacceptable | This is just unacceptable. |
| outrageous | This is just outrageous. |
| perfect | This is just perfect. |

## Example

Practice this conversation.
| Making accusations | Defending oneself |
| How did you (let this happen) ? | Look, I've been very (busy) lately. |
| Making accusations | Defending oneself |
| Why didn't you (prepare) ? | Look, I thought you were (in charge of that). |
| Making accusations | Defending oneself |
| This is just (ridiculous). | Hey, it's not that bad. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Making accusations | Defending oneself |
| How did you ... ? | Look, I've been very ... lately. |
| Making accusations | Defending oneself |
| Why didn't you ... ? | Look, I thought you were .... |
| Making accusations | Defending oneself |
| This is just .... | Hey, it's not that bad. |
Change partners. Use your imagination and make another conversation.

## Practice

| Making accusations | Defending oneself |
| Your partner was planning something. It turned out to be a disaster. Confront them about it. Maybe it was a date a presentation at work a school project a party | Explain what happened. |

## Further study

* English lesson topics
# Wikimedia Ethics/Dynamic page list
## category:Ethical Management of the English Language Wikipedia

* Wikimedia Ethics/Introduction
* Wikimedia Ethics/Participants and objectives
* Category:EMOEW
* Category:Ethical Management of the English Language Wikipedia/Case Studies
* Wikimedia Ethics/Case Studies2
* Category:Ethical Management of the English Language Wikipedia/Discussion
* Category:Ethical Management of the English Language Wikipedia/Feedback
* User:Dzonatas/Ethics and MediaWiki
* User:Moulton/Ethic Models & Resource Links
* Wikimedia Ethics/Project Timetable
* Questions of democracy and social responsibility within Wikipedia
* User:Dzonatas/Ethics and MediaWiki/Vandalism
* Wikimedia Ethics/Ethics on Wikipedia and the Internet
* Wikimedia Ethics/List of questions
* Wikimedia Ethics/Overview
* User:Dzonatas/Ethics and MediaWiki/Use cases
* User:Dzonatas/Ethics and MediaWiki/Privacy
* Wikimedia Ethics/Suggested essays
* User:Dzonatas/Ethics and MediaWiki/Edit wars
* Wikimedia Ethics/Privatemusings' thoughts
* Wikimedia Ethics/Change BLP policy
* Wikimedia Ethics

## category:Ethical Management of the English Language Wikipedia/Case Studies

* Category:Ethical Management of the English Language Wikipedia/Moulton
* User:Dzonatas/Astronomy vs Biology
* Wikimedia Ethics/Case Studies2
* User:Privatemusings/EthicsSandbox/casestudy

## category:Ethical Management of the English Language Wikipedia/Feedback

* Wikimedia Ethics/Feedback 1
* Category:Ethical Management of the English Language Wikipedia/Feedback/Templates
* Wikimedia Ethics/Feedback 2

## category:Ethical Management of the English Language Wikipedia/Discussion

* Talk:Wikimedia Ethics/Moulton, JWSchmidt's investigation
* Talk:Wikimedia Ethics/Participants and objectives
* Talk:Wikimedia Ethics/Brainstorming
* Talk:Wikimedia Ethics/Introduction
* Talk:Wikimedia Ethics/Overview
* User talk:Dzonatas/Ethics and MediaWiki
* Talk:Wikimedia Ethics/Moulton, JWSchmidt's investigation/Final report
* Talk:Wikimedia Ethics/Privatemusings' thoughts
* Talk:Wikimedia Ethics/Feedback 1
* Talk:Wikimedia Ethics/Ethics on Wikipedia and the Internet
* Talk:Wikimedia Ethics/Suggested essays
# Wikimedia Ethics/Feedback 2

This feedback page is part of the Ethical Management of the English Language Wikipedia learning resource, where readers may give feedback in a similar way to how feedback is given in "brick and mortar" classrooms. Four questions are asked by the survey template, including three that are "show of hands" type questions, and one "short answer". Please do not use this page as a place for discussion and debate: if you have a question or comment about one or more of the responses, you can either ask them personally on their talk page, or bring it up for discussion on the main talk page for the project.
To take part in this feedback page, simply do the following:
* copy the text below:
    {{subst:Emoew survey 2-preload}}
* add it to this page and save
* follow the instructions you find on that page.

## Responses

User:SB Johnny/Emoew survey 2
# Wikimedia Ethics/Case Studies/Information publicly released in some way
## Note

    This page was created with contents from Case Studies 1

### Information Publicly released in some way

There are several clear examples - further advice is required about how to manage such details
Some wiki editors have released information publicly, sometimes accidentally, sometimes openly, though in different contexts, sometimes very recently, and sometimes many years ago. In due course we may examine here the specific details of some cases.
# Wikimedia Ethics/Change BLP policy

This page is for discussion of proposals for changing Wikipedia's Biographies of living persons policy.
* Wikimedia Ethics
* Overview
* Introduction
* Social contract
* Ethical Code for Wikipedians
* The fundamentals of ethics
* List of questions
* Change BLP policy
* Suggested essays
* Ethics on Wikipedia and the Internet
* Response Testing on WMF projects

## A flexible policy: variations according to a notability threshold for BLPs

Part 0. Encourage the community to use the Flagged revisions extension on all BLPs. This will be a logical part of the process of looking at -and sorting- all BLPs (Part 1, below).
Part 1. Distinguish between two types (categories) of biographies: 1) those for which there exists at least 100 pages of published biographical information in reputable sources (the published biographical information was subjected to editorial oversight and was not from a special-purpose POV publisher) and 2) all others without a significant body of previously published biographical information.
Part 2. BLPs in category #1 (see above) will continue to allow edits from IP addresses. These are valid subjects for biographical articles in an encyclopedia and should have enough traffic so that disruptive editing will be seen and corrected. The previously-published reputable sources (subject to editorial oversight, not a special-purpose POV publisher) will be clearly identified for each BLP article. Any edits that cite sources not on that list of reputable sources can be removed to the talk page for discussion at any time. Step 2a. Wikipedia is not Wikinews. No events less than one week old can be included in Wikipedia BLPs. For current events, make a link from Wikipedia to the relevant Wikinews article.
Part 3. Wikipedia will not allow edits of BLPs in category #2 (see above) by people editing as IP addresses (rather than from a user account). In order to edit category #2 articles, Wikipedians will have to edit from a user account. Editors of these articles will have to post a template-generated notice on their user page saying, "I have read and understand Wikipedia:Biographies of living persons." These users will be in a category called "Editors of low notability BLPs". Any edits made by users who have not posted this notice can be removed from category #2 BLPs at any time. BLPs being edited by registered users who are not in the "Editors of low notability BLPs" category will be automatically flagged and posted to a special "recent changes to BLPs" list, similar to the existing recent changes page.
Part 4. Many BLPs in category #2 should fall under a simple Biographical optout policy.

## See Also

* Ethics and MediaWiki -- Privacy & BLP
* Wikipedia:Governance reform
# Online graphics

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Online graphics. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:
Online Graphic Tools
Your job is to create two online documents that contains some charts. There numerous online resources for this activity including [Crappy Graphics] and [Kid's Zone.] Recall you may create the graphics online, download them to your desktop (or the location of your choice) and then integrate them into your online documents.
Chart 1 should compare the 4th grade [National Assessment of Educational Progress (NAEP)] math scores for West Virginia compared to the national average for years 2000 through 2007. Write a brief statement of what you can conclude about West Virginia's performance.
Chart 2 should compare the number of students currently on an IEP for West Virginia and the next 3 poorest states based on per capita income. The source is a little dated but the trend is consistent. Write a brief statement of what you can conclude about West Virginia's student population in this category relative to its per capita income neighbors.
Intended Lesson Outcomes.
Student can create, integrate, publish, interpret, and discuss a graphic images.
# Online discussion forums

Online discussion forums can be used for learning, teaching, and research. MediaWiki can be used for online discussions.
This resource is about ways to create discussion forums for groups. Note that the emphasis here is on use of free and open source software.

## Discussion and research questions

* How do you use online discussion forums for learning and teaching?
* How can online discussion forums be used for research in learning in the future? In ten years?

## Some possible forum software

* phpbb
* Moodle