OpenLLM-France/wikimedia huggingface dataset:
# Colloquia familiara: a selection/Alia

Personae
Georgius Livinus
Ge.
Valesne?
Li.
Contemplare vultum.
Ge.
Quin potius lotium iubes? An me putas medicum? Non rogo, quid valeas; nam facies ipsa loquitur, te belle valere: sed quomodo tibi placeas.
Li.
Corpus quidem belle habet, sed animo male est.
Ge.
At non valet, qui isthac parte laborat.
Li.
Sic res habent meae: corpus valet, sed aegrotat crumena.
Ge.
Facile isti morbo medebitur mater. Ut valuisti usque?
Li.
Varie, ut sunt res mortalium.
Ge.
Satin' recte vales? Salvane res? Satin' salvae res? Fuistine semper prospera valetudine?
Li.
Prosperrima, gratia superis. Ego Dei beneficio perpetuo bellissime valui. Semper prospera valetudine sum usus. Hactenus bona valetudine fui, fausta, incolumi, felici, prospera, secunda, integra, basilica, athletica, pancratica valetudine.
Ge.
Faxint superi, ut isthuc sit perpetuum ac proprium. Laetus isthuc audio. Voluptatem mihi nuntias. Est isthuc mihi auditu perquam iucundum. Sermonem istum ex te audire supra modum gaudeo. Isthuc haut invitus audio. Oppido laetor, isthuc audire ex te. Ut idem semper facias, opto. Ut ad istum modum quam diutissime valeas, opto. Tibi gratulor, mihi gaudeo. Gratia superis. Gratiam habeo superis.
Li.
Equidem pulchre valeo, si tu vales.
Ge.
Nihil interim molestiae fuit?
Li.
Nihil, nisi quod vestra consuetudine frui non licuit.
Ge.
Quo pacto vales?
Li.
Recte, pulchre, belle, perbelle, bellissime, perpulchre, feliciter, commode, minime male. Valeo, ut volo potius, quam ut mereor, basilice, pancratice, athletice.
Ge.
Exspectabam, ut diceres etiam, taurice.
# Colloquia familiara: a selection/Domestica confabulatio Questions about the text

* Where was Leonardus going when he ran into Aegidius?
* Why is Aegidius a bit upset with Leonardus?
* Does he forgive him? Why?
* What news does Aegidius report from home?
* Does Aegidius have a large family or a small one? What can we infer from the text?
* How old is Aegidius' daughter?
* Why is Aegidius concerned about his daughter?
* Why is he opposed to her wishes?
* Does Aegidius have sons as well?
* What are they sons doing?
* Does he approve of one of his sons' lives more than the other? Which son is he more concerned about?
* Pair up with a partner and act out a chance meeting. You can either use phrases from this text, or any other phrases of greeting from the formulae
# Communication and Identities in Institutional Arenas - Part I/Literature logs

A literature log can include a summary of a text that has been studied, its central concepts, theoretical points of departure, etc. A literature log also should include important points for discussion.
# Communication and Identities in Institutional Arenas - Part I/Monday 14 February
### Week 7 Monday 14 February Sal F 133 09.30-14.30 & 15.15-17.00
#### Theme - Identities & their enactments in human life

We will discuss the following:
Collaborative development of our course learning resource on wikiversity
Identities-in-action
Intersectionality and ethnographic studies
Literature for discussion:
* Background - literature from 25 January
* Jonsson, Rickard (2007): Blatte betyder kompis: Om maskulinitet och språk i en högstadieskola, 319 s. Ordfront Förlag
* Davies, Alan (2003): The Native Speaker: Myth and Reality. 2nd ed, 237 s. Clevedon: Multilingual matters (Preface, chapters 1, 2, 3 & 4)
* Fishman, Joshua A & Garcia, Ofelia (2010): Handbook of language and ethnic identity. Disciplinary and regional perspectives. Volume 1/Second edition, Oxford: Oxford University Press (Foundations, Conclusions, chapters 6, 7, 8)
In preparation for our second campus meeting, participants are required to present their literature logs on the KOIIA-I learning resource page for each of the studied texts latest by Friday 11 February noon. Particpants are subsequently required to study the logs presented by their course colleagues before our second campus meeting on Monday 14 February.
Dr. Rickard Jonsson will attend and lecture in the course during this meeting. In addition, he will present an open seminar later during the day. The open seminar is part of the KOIIA-I course and course participants are required to attend.
# Communication and Identities in Institutional Arenas - Part I/Jonsson, Rickard (2007) Blatte betyder kompis: Om maskulinitet och språk i en högstadieskola

Summary and some reflections
This somewhat unconventional PhD thesis from 2007 raises important issues concerning young peoples’ languaging and categorizations. As many of the issues in and around the research presented in this thesis were discussed during the seminar with Rickard Jonsson, these reflections will touch upon a limited number of themes.
As stated in the text, the purpose of Jonsson’s study was twofold: 1) to study how some boys use language as a tool in portraying masculinity, how the stereotype “immigrant guy” emerges in mundane communication at school – and to see what kind of meaning this category is filled with. 2) to study what the boys cannot or are not allowed to say or do – i.e. the forbidden language in their daily lives, and how that unsaid and forbidden is a part of the construction of masculine identities.
As I see it, “Blatte…” is located somewhere in the intersection of sociolinguistic, ethnographic and youth studies and carries thus certain similarities with my ongoing research.
The book is based on an extensive ethnographic fieldwork (with the usage of fieldnotes and audio recordings as a specific method) among a group of boys with mostly immigrant backgrounds in grade 8. Jonsson claims also having been inspired by ethnometodology and its focus on members’ usage of their communicative resources in interaction. Apart from own empirical data, Jonsson refers to and relates phenomena within the surrounding society (as reflected by public debates) to his material. This interconnectivity of micro and macro perspectives increases both depth and creditability to analyses in the book.
To me, Jonsson’s contribution is inspiring in many senses. First and foremost, it represents in many ways a classic ethnographic work of an ethnographer who has aspired to really learn about the lives of the people he studies. During the seminar, many methodological features were discussed, but also some ethically interesting issues were raised. Within ethnography, the role of ethnographer has sometimes been considered problematic, which perhaps is the reason why Jonsson puts considerable effort (as seen in both the thesis and the seminar) in discussing his role during the fieldwork and in relation to the field, as well as in data interpretation.
Many of the examples presented in the thesis could be considered rather controversial. Jonsson refers to the boys’ discussions on sexual escapades, criticism of homosexuality, racist/segregated discourses, insults (or verbal battles), all portraying the emergent masculinity as well as the subjectivity of “immigrant boys”. The purpose has been, however, to see beyond stereotypes and consider the ways of interacting from the subjects’ point of view. Talk is seen as performing.
The most important themes Jonsson’s text raises have to do with the following (my interpretations):
# Communication and Identities in Institutional Arenas - Part I/Monday-Tuesday 16-17 May

Week 20 Monday 16 May Sal F 135 10.00-14.00 & 15.15-17.00 Tuesday 17 May Sal F 136 09.30-14.00
Theme - Analysis of Linguistic-Landscapes & Commentaries of KOIIA-I resources
Guest teacher at this final campus based two-day meeting will be Dr. Francis Hult. In addition to presenting an analytical point of departure for the analysis of multilingual landscapes Dr. Hult will also comment the KOIIA-I resources that have been developed during the spring of 2011 by participants in the course.
Dr. Francis Hult will also present an open seminar on Monday 16 May. The open seminar is part of the KOIIA-I course and course participants are required to attend.
# Communication and Identities in Institutional Arenas - Part I/Staunaes, Dorthe (2003): Where have all the subjects gone? Bringing the concepts of intersectionality and subjectification, s. 101-110, 9 s. NORA Volume 11 (2)
### Summary and short reflections on Dorthe Staunaes's Where have all the subjects gone? Bringing together the concepts of intersectionality and subjectification

This article deals with intersectionality from the perspective of subjectification and suggests a reworking of the concept. Based on empirical studies of ethnic and gendered subjectification in a Danish school context, Staunaes attempts to connect the group perspective of intersectionality to the individual perspective of subjectification processes.
In the article there is a strong focus on intersectionality at a subject level, focusing on the lived experiences of concrete subjects. In a post-structural and socioconstructional manner, Staunaes begins by defining intersectionality as a process of “doing” and claims that this doing needs to be analysed in situ, “where concrete intersections, hierarchies and elaboration are not predetermined” (p.102) Based on her PhD project on ethnicity and gender in school lives, Staunaes discusses how different doings of intersectionality co-constitute subject positions that can be either “troublesome” or “untroublesome”. She also emphasizes an important shift of focus from identity politics to the complexity of lived experience.
I welcome Staunaes’s contribution as throughout my reading of texts dealing with intersectionality I have increasingly wondered whether or not an intersectional analysis always has to be a group analysis, a process that in itself easily hides the individual subjectified perspectives. Bringing in the Focauldian notion of subjectification as the human being as both an active subject and being subject to contextual conditions, reminds us of the active engagements of people in their own lives.
In the later part of her article, Staunaes lists some demands for the inclusion of intersectionality as an analytically useful concept on a subject level. She points out, for instance, that the any category needs to be dealt with as majority-inclusive, meaning that social categories are not only relevant for minorities or “the Others”. Another point made here has to do with working with a non-additional approach, meaning that one needs to study what kind of difference a difference makes for an individual, instead of just adding categories on top of each other.
“Doing” intersectionality is thus doing the relations between categories, the outcome of this doing and how this doing places people in different subject positions, Staunaes concludes. The final part of the paper presents a dialogue between the above discussed concepts and empirical material; interviews with two preadolescent boys in a multiethnic school in Denmark. The empirical examples show how the doing of gendered and ethnic identities results in creating of two different “collectives of subjectivities”; “Danes” and “Turks”, a process where doing of masculinity plays a significant role.
# Communication and Identities in Institutional Arenas - Part I/Liinanna final paper

In my final paper on the graduate course KOIIA I, I will deal with some aspects of portraying and negotiating identities in multilingual contexts (through literacy). The theories and ideas presented in the paper that will be published here by May 9, 2011, will form a basis for the "kappa" part of my dissertation.
20 April, 2011
Annaliina Gynne
# Communication and Identities in Institutional Arenas - Part I/Friday 18 March

Week 11 Friday 18 March Sal F 133 09.30-14.30
Theme - Identities & communities of practices
We will discuss the following:
Adjustments to our course learning resource on wikiversity
Membership issues in communities of practices
Emperical fields of study (as communities of practices) & intersectionality
Literature for discussion:
* Background - literature from 25 January & 14 february
* Davies, Alan (2003): The Native Speaker: Myth and Reality. 2nd ed, 237 s. Clevedon: Multilingual matters (chapters 5, 6, 7, 8, 9 & 10)
* Hornberger, Nancy H ed. (2003): Continua of Biliteracy. An ecological framework for educational policy, research and practice in multilingual settings, Clevedon: Multilingual matters (parts 1, 3, 5 & 6)
* Wenger, Etienne (1998): Communities of Practice. Learning, Meaning and Identity. Learning in Doing Series – Social, cognitive and computational perspectives, Cambridge: Cambridge University Press
Participants are required to present their literature logs on the KOIIA-I learning resource page for each of the studied texts latest by Wednesday 16 March noon. Particpants are subsequently required to study the logs presented by their course colleagues before our third campus meeting on Friday 18 March.
# Book Reviews/The demographic black hole in the European Union

THE DEMOGRAPHIC BLACK HOLE IN THE EUROPEAN UNION
Aaron W. Andreason Department of Management and Marketing School of Business Administration University of Montana
Douglas R. Miller Washington State University Dept. of Management and Operations

## Abstract

Low fertility rates in EU countries since the 1960s are bringing about a number of economic and social consequences which will have a negative impact on productivity, economic growth, social-welfare programs, patterns of immigration, Europe's ability to pull its weight diplomatically, culturally and militarily in the 21st century; and the very survival of the EU itself. Because of the current network of global trade and financial linkages international business and world prosperity could also be significantly impacted. Whether or not the worst of these consequences occur, however, depends upon the actions governments take and how they are able to manage the factors that limit needed solutions. The conclusion to this study is that no single policy intervention will resolve the situation and that governments need to move quickly and aggressively on several fronts in order to avoid the demographic and economic collapse of the EU itself.
# Computer Architecture Lab/Projects

This page lists project ideas for the CA architecture lab. However, these projects are not limited to CA lab, but can also be a starting point for a Bachelor or Masters thesis.

## Project List

Most of the following projects are in the context of Patmos and Argo on the T-CREST platform. Advanced projects can lead to a research publication at a workshop.
* Roll your own microprocessor
* Add performance counter to Patmos and look into hybrid measurement and static WCET analysis
* Neural network accelerator connected to Patmos
* DDR controller for the DE2-115 - start with Edgar's work, port it to Chisel, and adapt for DE2-115
* A 'normal' NoC with shared address transactions, but still using TDM. With either only write, or read and write
* SD card connector, including same software to read and write files
* Time-triggered Ethernet
* VGA connector for a display
* Network-on-chip in Chisel
* Argo NoC in Chisel
* Hardware support for locking (CAS or LL/SC)
* Transactional memory (real-time)
* A normal NoC with standard wormhole routing
* Integrate the Berkeley hardfloat into Patmos and compare <https://github.com/ucb-bar/berkeley-hardfloat/blob/master/README.md>
* On shared SPMs - maybe change of ownership - there was a paper idea on this
* Cache with hit in hardware and miss in SW with a trap handler
* 2nd level cache
* Multicore processor with shared L2 cache and cache coherence to L1
* 2nd level SPM
* Trace port for Patmos (performance counters, including cache misses, memory,...)
* Debugging support for Patmos (gdb)
* Round robin arbiter with rate control (for mixed real-time systems)
* Floating point unit for Patmos
* Read in Argo (Pull)
* Real-time TCP/IP stack with WCET analysis
* SWEET analysis tool integration
* Out-of-order Patmos
* WCET analysis tool for Patmos
* uCLinux port to Patmos
* ArrayCache with JOP
# Computer Architecture Lab/SS2011/Leros

An FPGA optimized tiny processor core for utility functions (e.g., SW UART). The challenge is to get the resources below 500 LC and use just 2 RAM blocks. The processor is named after the Greek island Leros where the architecture was designed.
* Leros is available at GitHub https://github.com/schoeberl/leros
* A paper describing the basic architecture https://github.com/schoeberl/leros/blob/master/doc/leros.pdf?raw=true

## Target

* Tiny design (less than 500 LC and maximum 2 RAM blocks)
* Run 100 on the DE2-70 board

## Design Blog

A blog on the Leros implementation. Let's record how long it actually takes to get it running. The design has already been done (on a paper notebook) during a nice vacation in Greece in 2010. However, some details (most prominent the ISA definition) still needs to be flashed out.
* 2011-02-20 2h: Start with the project setup. Trying to understand the library concept of VHDL, but gave up. Everything goes into work and the components are named leros_xxx to avoid name clashes.
* 2011-02-20 4h: First VHDL files and setup Quartus to get an idea of fmax. Maximum clock frequency in a Cyclon 1 for a fully registered on-chip RAM is 255 MHz. Without output register and a small adder (ALU) towards the accu it is down to 148 MHz. Still a nice fmax ;-)
* 2011-02-21 1.5h: Some decode, add ModelSim scripts plus test bench, load/add/sub immediate seems to work. Fmax is still at 145 MHz. LC count at 128. Can we do it below 3oo LC?
* 2011-02-22 2.5h: Sketch the ISA (in a Bodega)- don't be too picky as 16 bit instructions for an accu machine as it has a lot of freedom in the ISA coding. Add more on the decoding. The LC count goes up to 142, but fmax is still at 145 MHz.
* 2011-02-23 1h: Start with a conditional branch.
* 2011-02-25 2h: Continue on conditional branch, add output port, adapt Makefile for the real FPGA compilation and download. The embedded "Hello World" - a blinking LED runs in the FPGA :-) (Just a little bit of cheating with the clock frequency as only simple 16 bit subtraction is supported).
* 2011-03-04 2h: After a funding application writing break the next steps: start with an assembler (with a lot of copy from Jopa). Leros is now hosted on GitHub: https://github.com/schoeberl/leros
* 2011-03-05 4h: Assembler knows most instructions and generates the ROM table. Instructions for load/store of variables added. Blinking LED now runs without frequency cheating.
* 2011-03-07 2.5h: Optional work: add support for the Xilinx based Nexys2 board.
* 2011-03-14 5h: Add Altera DE2-70 board, change instruction encoding. Add a minimalistic IO interface, shr instruction.
* 2011-03-29 2h: Rewrite the assembler with a grammar for ANTLR.
* 2011-05-29 2h: Add indirect load and store.
* 2011-05-29 1.5h: Complete branches (unconditional and 4 conditional).
* 2011-05-29 1h: Add jump and link instruction. Leros should now be complete and I stop counting the hours.
Sum: 31.5h (+2.5h)
# Computer Architecture Lab/SS2013

Project page for the course in summer 2013.

## Group 1 : sMIPS

Name 1 : Dimitrios Larisis s124574 Name 2 : Vui Haw Chong s120981 Name 3 : Alvaro Duart s121592
Instruction Set I Instruction Set II

## Group 2 : ExMIPS Simulator in C#

Name 1: Maciej Nowicki s124807
Instruction Set 1
Instruction Set 2

## Group 3 MIPS Processor (BraveMIPS)

Name : Bogdan I. Sorlea s121075
Assignment 1: Comparison of Different Microprocessors
Assignment 2: Instruction Set Architecture
BraveMIPS on GitHub
TODO list:
* ASSEMBLER: add/fix parser file syntax, compile, integrate with lexer and obtain output use simple Java String manipulation [NOTE: came to a standstill with the implementation, cannot continue]
* PERIPHERALS: integrate UART and Monopulse Generator (Debouncer)
* TEST: write test bench in ISim, do also live test(s)
* ISA: actually implement the MUL and DIV ALU operations
* VALIDATION: check project completion with prof.
* DOCUMENTATION/REPORT: to write

## Group 4 - A Jop inspired stack machine

Name 1 : Ioannis Kotleas s122576 Name 2 : Chatzigeorgakidis Georgios s121078 Name 3 : Dean Roy Humphreys s120971
Instruction Set I Instruction Set II FPGA Design Flow

## Group 5 NoC

Name 1 : Nis Jørgen Lange Schmit s042478 Name 2 : Mathias Herlev s103060
# Computer Architecture Lab/SS2013/GROUP2 LAB1

The microprocessors reviewed are Zilog Z80, MOS 6502 and Intel 8086.

## Zilog Z80

The Zilog z80 microprocessor has an 8 bit design. It was developed in 1976 and was widely used in desktop and embedded computer designs. Many East European manufacturers made unlicensed copies of z80. This enabled a small company's product to gain acceptance in the world market. The Z80 took over from the 8080 in the processor market and became one of the most popular 8-bit CPUs.

### Features

* Enhanced instruction set including bit manipulation, block move, block I/O, and byte search instructions.
* IX and IY index registers with instructions for direct base+offset addressing
* Single 5 volt power supply and single-phase 5 V clock
* A built-in DRAM refresh mechanism that would otherwise have to be provided by external circuitry
* Non-multiplexed buses
* Two separate register files

### Registers

* Dual-register set
* 8-bit registers, which are coupled to provide 16-bit versions

### Instructions

Each instruction is executed in steps that can take between three and six clock periods. Many instructions actually end during the first step of the next instruction which is known as a fetch/execute overlap. Possible instructions in z80 are:
* Add
* Subtract
* Logical AND
* Logical OR
* Logical Exclusive OR
* Compare
* Left or Right Shifts or Rotates (Arithmetic and Logical)
* Increment
* Decrement
* Set Bit
* Reset Bit
* Test bit
The Z80 uses 252 out of the available 256 codes as single byte opcodes . The four remaining codes are used extensively as opcode prefixes. Z80 has a large number of permutations of instructions and registers. Zilog categorizes these into 158 different "instruction types".
# Computer Architecture Lab/SS2013/GROUP2 LAB2
## ISA

32-bit architecture, based on MIPS

### Registers

* 32 x 32-bit GPR name R0-R31, R0 always contains ‘0’, even if other value is stored in it.
* PC – Program Counter, inaccessible directly from assembler
* IF/ID, ID/EX, EX/MEM, MEM/WB – for pipeline, inaccessible from assembler (IF - instruction fetch, ID - instruction decode, EX - execute, MEM - memory access, WB - write back)
* AOL, AOH - registers that store 64-bit result of ALU operation (for 64-bit operands and 32- bit operands multiplication/division). AOL (states for Alu-Out-Low) contains lower 32 bits of result, AOH (Alu - Out - High) - higher 32 bits. (equivalent of LO and HI in MIPS!)

### General structure of instructions
#### ALU
##### 32-bit (ALU operands)

    Rd = Rs (fuction) Rt

##### 64-bit (ALU operands)

    AOH AOL = (([Rs+1]<<32)+Rs) (function) (([Rt+1]<<32)+Rt)
Or, more formally:
    AOL = ((([Rs+1]<<32)+Rs) (function) (([Rt+1]<<32)+Rt)) AND (232 -1)
    AOH = ((([Rs+1]<<32)+Rs) (function) (([Rt+1]<<32)+Rt)) >> 32
Note: (Rs or Rt = 31 will be coupled with R0! It gives us simple way to add 64- and 32-bit numbers by putting 32-bit one in R31) (It is some kind of Little Endian that simplifies implementation)

##### Immediate

    Rd = Rs (function) Value

#### CONTROL
##### Jump
##### Branch

Value is signed

#### SPECIAL REGISTERS
### Instruction Set

Note 1: Constant in all branches is signed!
Note 2: In MIPS only branches ‘equal’ and ‘not equal’ are implemented, but we can implement other using multiple ALU flags to determine if statement is true or not (e.g. A is greater than B if A-B results in flags Negative and Zero both equal to 0).

### Changes

List of changes in comparison with word doc (too much to put in the summary):
* 64-bit ALU operations use only 2 registers instead of 4 (Rs+1 and Rt+1 replace Ru and Rv)
* 64-bit CONTROL instructions were added (thanks previous change).
There is some free opcodes that can be used to implement functions like 'multiply immediate' or '64-bit something immediate', but they are not neccesery and I would prefer to have some free opcodes ;).