OpenLLM-France/wikimedia huggingface dataset:
# TESOL/Blame
## Key sentences

| Blaming | Accepting or denying blame |
| Why didn't you (verb) ? | I should have (verb). |
| Blaming | Accepting or denying blame |
| Whose fault is it? Who is to blame? | It's (adverb) my fault. I'm (adverb) to blame. |
| Blaming | Accepting or denying blame |
| What did you do wrong? | If I hadn't (mistake) this wouldn't have happened |

### Drills

Say these sentences without looking.
Why didn't you (verb) ? :
| verb | sentence |
| remember | Why didn't you remember ? |
| check | Why didn't you check ? |
| look | Why didn't you look ? |
| reply | Why didn't you reply ? |
I should have (verb). :
| verb | sentence |
| written it down | I should have written it down. |
| tried harder | I should have tried harder. |
| been more careful | I should have been more careful. |
| been more prompt | I should have been more prompt. |
It's (adverb) my fault. :
| adverb | sentence |
| all | It's all my fault. |
| not entirely | It's not entirely my fault. |
| partly | It's partly my fault. |
| not at all | It's not at all my fault. |
If I hadn't (mistake) this wouldn't have happened :
| mistake | sentence |
| forgotten | If I hadn't forgotten this wouldn't have happened |
| been careless | If I hadn't been careless this wouldn't have happened |
| been distracted | If I hadn't been distracted this wouldn't have happened |
| been so slow | If I hadn't been so slow this wouldn't have happened |

## Example

Practice this conversation.
| Blaming | Accepting or denying blame |
| Why didn't you (remember) ? | I should have (written it down). |
| Blaming | Accepting or denying blame |
| Whose fault is it? | It's (all) my fault. |
| Blaming | Accepting or denying blame |
| What did you do wrong? | If I hadn't (forgotten) this wouldn't have happened |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Blaming | Accepting or denying blame |
| Why didn't you ... ? | I should have ... . |
| Blaming | Accepting or denying blame |
| Whose fault is it? | It's ... my fault. |
| Blaming | Accepting or denying blame |
| What did you do wrong? | If I hadn't ... this wouldn't have happened |
Change partners. Use your imagination and make another conversation.

## Practice

| Blaming | Accepting or denying blame |
| Your partner was involved in a failure. Ask them if it is their fault. | You were involved in a failure. Choose one and imagine your role in it: You are a high school student and you failed a class. You were driving and you were in a car accident. Your and your coworkers failed at a project. |

## Further study

* English lesson topics
# TESOL/Communicative functions of English

The notional-functional approach to TESOL is an attempt to structure language teaching around contexts where language is used (as a customer talking to a clerk, as a friend apologizing to a friend, as an employee asking a favor of a boss, and others) and specific communicative functions (asking a price, apologizing, explaining the need for a favor, for example).
This page intends to be an overview of communicative functions. In addition to conventional communicative functions, clusters of vocabulary are included as well. Conventional communicative functions employ highly versatile patterns such as "first (sentence) then (sentence)" or "I'm sorry I (verb first person past tense)" but clusters of open-class words must be studied as well for the learner to be able to communicate. The highly versatile patterns aren't very useful if the learner doesn't have vocabulary to use them with. In practice, lessons often combine a collection of words related to a theme, such as sports terms, with a few communicative functions, such as expressing emotion. Thereby, sports terms like "game, match, football, team" can be combined with phrases like "... was awesome!" to render "the match last night was awesome!"
These communicative functions can be further divided into levels of difficulty.
The utterances that learners produce can be broken down into communicative functions or clusters of vocabulary and can be evaluated to determine the specific areas of the learner's strength and weakness. Knowing which areas are weak, the teacher can focus on strengthening those weak points.
This list is intuitive, so teachers should make additions or merges wherever they feel appropriate based on their experience.
| Communicative function | Beginner | Intermediate | Advanced |
| emotions | too bad fantastic | I was happy when ... | I can't be bothered to ... |
# TESOL/Asking prices
## Key sentences

| Customer | Clerk |
| How much are these (plural noun) ? | They're (number). |
| Customer | Clerk |
| How much is this (singular noun) ? | It's (number). |
| Customer | Clerk |
| I'll take it. I'm not so sure. | That'll be (number,) thank you. Ok. |

### Drills

Say these sentences without looking.
How much are these (plural noun) ? :
| plural noun | sentence |
| socks | How much are these socks ? |
| sunglasses | How much are these sunglasses ? |
| pants | How much are these pants ? |
| shoes | How much are these shoes ? |
They're (number). :
| number | sentence |
| $50 | They're $50. |
| twenty dollars | They're twenty dollars. |
| thirteen dollars | They're thirteen dollars. |
| $30 | They're $30. |
How much is this (singular noun) ? :
| singular noun | sentence |
| shirt | How much is this shirt ? |
| watch | How much is this watch ? |
| pair of socks | How much is this pair of socks ? |
| jacket | How much is this jacket ? |
It's (number). :
| number | sentence |
| sixteen dollars | It's sixteen dollars. |
| $60 | It's $60. |
| $14 | It's $14. |
| forty dollars | It's forty dollars. |
That'll be (number,) thank you. :
| number, | sentence |
| $14, | That'll be $14, thank you. |
| forty dollars, | That'll be forty dollars, thank you. |
| $20, | That'll be $20, thank you. |
| twelve dollars, | That'll be twelve dollars, thank you. |

## Example

Practice this conversation.
| Customer | Clerk |
| How much are these (socks) ? | They're ($50). |
| Customer | Clerk |
| How much is this (shirt) ? | It's (sixteen dollars). |
| Customer | Clerk |
| I'll take it. | That'll be ($14,) thank you. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Customer | Clerk |
| How much are these ... ? | They're ... . |
| Customer | Clerk |
| How much is this ... ? | It's .... |
| Customer | Clerk |
| I'll take it. | That'll be ... thank you. |
Change partners. Use your imagination and make another conversation.

## Practice

| Customer | Clerk |
| Ask prices of items and buy or do not buy. | You work in the shop below. Help your customer. |

## Further study

* English lesson topics

## Imaginary shop

* Sunglasses - $20
* Shoes - $30
* Shirt - $15
* Pants - $35
* Watch - $50
* Scarf - $75
* Socks - $5
* Undershirt - $4
* Sandals - $25
* Wallet - $35
# TESOL/Belief

   How do you say you believe something 80% in English?
English has several ways to express our subjective belief in an event. They include I think that or I doubt that. (For more information about expressing the objective chance of an event, such as It's likely that, see Probability in English.)
| Part of Speech | 0% | 10% | 30% | 50% | 80% | 90% | 100% |
| Verb | can't imagine can't believe can't accept | really doubt very much doubt | doubt | can imagine | think guess suppose expect suspect | really think | know believe |
| Adjective | | | | | | almost certain | sure (I was sure. It was sure.) convinced certain |
| Phrase | | | | | | | under the impression of the opinion |

## Usage
### Under the impression

We use under the impression if someone believes something, but in reality, they were wrong.
* I was under the impression that it would rain today. (It was sunny.)
* She was under the impression that he was coming at 5 PM. (He came at 6 PM.)

### Suspect

We use suspect when we believe something about 80%, but we do not have much or any evidence. Often it is used to talk about negative things.
* I suspect you are lying. (I think so but I can't prove it.)
* I suspect she is coming. (I think so but she has not called me yet.)
* So far my boss doesn't suspect anything. (My boss doesn't think I did anything, and he or she doesn't have any evidence to believe so.)

### Disagreeing

We can use words indicating belief under 50% to disagree.

#### Doubt

We use doubt to disagree.
* Will they finish on time? - I doubt it. (They will be early or late.)
* Bill Clinton was the best president ever. - I doubt it. (I disagree.)

#### I don't know, I'm not sure

We can use I don't know (about it/that), I'm not sure (about it/that), or similar expressions to politely disagree. The real meaning is "I know and I don't think so," not "I don't know."
* When you eat at a restaurant in Japan, you should pay a tip. - I don't know about that. I think tips are considered insulting in Japan.
* I'm going to go swimming after eating a big meal. - I'm not sure that's a good idea. You might get sick.
* Do you think you will get the job? - I don't know about it. It was a week ago and they haven't called me back.

#### Ellipsis

Often "I doubt it" undergoes ellipsis and becomes "doubt it" which is a short response that means we disagree.
* Are you going back home this year? - Doubt it. (I don't think so.)
The same thing happens with "I don't know" and "I'm not sure."
* Has the meeting finished? - Dunno. Nobody is back yet.
* Is it going to rain? - Not sure. There's not a cloud in the sky.
In the extreme, "I don't know" becomes "uh-uh-uh" where each "uh" only retains the intonation of its origin in the phrase "I don't know."

## Mechanics

Usually we express belief in English using verbs. If we are talking about probability, we usually do not use verbs.
# TESOL/Cause

English provides various ways of describing the causal relationships between things.

## So and because

The words so and because are opposites. They both indicate that one phrase is a cause of the other, but they do so in opposite directions.
| A -> B | B -> A |
| A so B | B because of A |
Because "so" and "because" are opposites, phrases joined by them can be reversed without changing the meaning if they are exchanged.
| It started raining | so | I brought my umbrella. |
| I brought my umbrella | because | It started raining. |

## In spite of
### Meaning

The phrase in spite of functions as a preposition and means the opposite of "because," in a sense. Both "because of A" and "in spite of A" mean that something happened, but "because of A" means that A was at least helpful, but "in spite of A" means that A was unhelpful.
| Example | Meaning |
| I found it because of the map | The map was clear and accurate. |
| I found it in spite of the map | The map was confusing and full of mistakes. |
Despite has the same meaning but is more formal.

### Mechanics

"In spite of" may come before a noun. In that case, it basically equals although.
It may also come before a verb in -ing form.
* I crossed the bridge in spite of being afraid of heights.
* She caught a cold in spite of taking vitamins everyday.
* He failed the exam in spite of studying hard.
# TESOL/Complaining
## Key sentences

| Asking what happened | Complaining |
| What's wrong? | I can't believe [that] (sentence). |

### Drills

Say these sentences without looking.
I can't believe [that] (sentence). :
| sentence | sentence |
| my team lost | I can't believe [that] my team lost. |
| I have to do overtime | I can't believe [that] I have to do overtime. |
| it's raining | I can't believe [that] it's raining. |
| she's late again | I can't believe [that] she's late again. |

## Example

Practice this conversation.
| Asking what happened | Complaining |
| What's wrong? | I can't believe [that] (my team lost). |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking what happened | Complaining |
| What's wrong? | I can't believe [that] ... . |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking what happened | Complaining |
| Ask what happened. | Think of a time when you were irritated. Talk about it. |

## Further study

* English lesson topics
# TESOL/Common phrasal verbs

Many of the most common words in English, especially the most common verbs and the most common prepositions combine to form phrasal verbs. Phrasal verbs are an essential part of the English learner's vocabulary for listening comprehension and can lend a great deal of naturalness to the learner's speaking.

## Common phrasal verbs

The frequency of the word is in parentheses.
| | do (19) | get (47) | go (49) | make (52) |
| to (3) | | get to annoy track down | go to attend support | make to close or shut |
| in (7) | do in kill or end | get in enter a place get access be admitted to a school | go in enter | |
| for (12) | do for help | | go for try, attempt attack accept | |
| with (15) | | get with be in the company of someone | go with choose date | |

### Boot strapping fluency

Phrasal verbs can bootstrap a learner to fluency with a minimum of vocabulary. The phrase "What can I do for you?" has "can" as its least common word, at the 53rd most common word in English. Even with only the 60 most common words in English, it is accessible. In practice, a learner with only 60 words probably is not ready for a phrase as long as "What can I do for you?", and would be unable to continue the conversation further, but the point is that phrasal verbs give the learner a lot of communicative ability without requiring them to acquire any new vocabulary.

### Stumbling block

Phrasal verbs are frequently a barrier to listening comprehension if the learner does not recognize them. If the learner successfully deals with the phonetic difficulty of recognizing the component words in a phrasal verb, they may falter at the next step and try to interpret the meanings of the verbs separately. This may lead to incorrect assumptions about meaning which will cause the learner to misinterpret input further along. The frequency of phrasal verbs in English makes them a frequent source of confusion, especially when learners are speaking to native speakers who are not accustomed to consciously avoiding phrasal verbs to avoid such confusion--that is, native speakers who are not teachers. Phrasal verbs are often not a serious issue in the classroom, but wait like traps as soon as the learner steps outside.
# Content negotiation
## Learning goals
## Script

Mainly the following function was added to SimpleWebServer.java. There are some slighte adoptions to the Request class but this is mainly code completion displayed inside the video.
* understand that you can request certain forms of content
* this is useful to understand how http could be extended e.g. by licence information similar to: http://www.debian.org/doc/packaging-manuals/copyright-format/1.0/
# Web Science/Part1: Foundations of the web/Hypertext Transfer Protocol/Content negotiation/script

Mainly the following function was added to SimpleWebServer.java. There are some slighte adoptions to the Request class but this is mainly code completion displayed inside the video.
* understand that you can request certain forms of content
* this is useful to understand how http could be extended e.g. by licence information similar to: http://www.debian.org/doc/packaging-manuals/copyright-format/1.0/
# Web Science/Part1: Foundations of the web/Hypertext Transfer Protocol/A simple web server/script
### script

* Java API for a server socket
* Some directory in the file system
* being able to respond to any get request
# A simple web server
## Learning goals
## Script
### SimpleWebServer.java
### script

* Java API for a server socket
* Some directory in the file system
* being able to respond to any get request

## Quiz

Web Science/Part1: Foundations of the web/Hypertext Transfer Protocol/A simple web server/quiz
# Postgraduate Use of English at Dhurakij Pundit University/Appendices

APPENDICES
Appendix A: Content Validity Analysis
Appendix B: Questionnaire
Appendix C: Roundtable Discussions
# Postgraduate Use of English at Dhurakij Pundit University/DBA Roundtable/Part 2
## DBA Roundtable: Part 2

Transcription is being revised.
# Postgraduate Use of English at Dhurakij Pundit University/Appendix C: Focus Group Discussions
## Roundtable Seminars

Two roundtable seminars were conducted. The title of the seminar was English for Graduate Study: What, Why, and How Much?
Sunday, August 2, 2009 [MBA] Sunday, August 9, 2009 [DBA]
The two roundtables were conducted at DPU.
* MBA Roundtable
* DBA Roundtable
# Postgraduate Use of English at Dhurakij Pundit University/DBA Roundtable
## DBA Transcription

The content is being revised and updated.
# Scientific terminology

Welcome to the Scientific Terminology Learning Project.

## Content Summary

This learning project seeks to aid science students in understanding the Greek and Latin roots of technical terms. Students are encouraged to discuss words that they have learned on the discussion thread.

## Goals

This learning project was originally set up to aid students in my Introductory Biology Class in the Spring 2008 semester learn the Greek and Latin roots of Scientific terms to aid them in the class. This information is useful for any student of the sciences, however, and anyone who wishes to is welcome to participate in this project.

## Learning materials
### Text

Understanding Scientific Terms

### Lessons

* Lesson 1: To begin read Lesson 0 and Lesson 1 in the textbook listed above.

### Discussion Page

Discuss the course or ask questions here.

### Activities

* Dominant group/Quiz
* Etymology/Quiz
* Logic/Quiz
* Metadefinition/Quiz
* Terminology/Quiz
* Validity/Quiz

### Readings
## Active participants

       Students - If you register on Wikiversity, you can list your name here.
       If you post on the discussion page, please use three tildes ~ to sign your name.
       You do NOT have to join Wikiversity to use this course.
    User:Rozzychan Instructor

## Learning Project Summary

* Suggested Prerequisites:
** ... none
* Time investment:
** About one lesson per week.
* Assessment suggestions:
** The text has in-line test yourself exercises.
** If there is interest, I can develop a quiz or self-test
* Portal Science (new)
* School of Biology
# Scientific integrity

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
"Integrity is doing the right thing, especially when no one is watching." (Wikipedia)
Scientific integrity refers to honest and transparent methods and reporting of research. In other words, there is no cooking the books or even subtly influences of bias to privilege some lines of investigation or results over others. There is no falsification or fabrication or plagiarism.
What are some examples of compromised scientific integrity?
# Scientific computing/History

Early to mid 20th century scientific computing was performed by human "computers" sometimes assisted by calculating machines, differential analysers, or punch card tabulating machines. Electronic digital computers became available starting in 1946 with ENIAC and by 1953 at least two dozen major computers had been under construction. The first mass-produced computer with floating point hardware, the IBM 704, was introduced in 1954. The FORTRAN progamming language was created a short time later to produce efficient code with less effort by the programmer. High speed computing systems, some employing concurrent operation, developed rapidly during the next decade with notable examples such as the CDC 6600 and ILLIAC IV. By the late 1960s a diverse variety of these specialized systems for scientific computing became known as supercomputers.
In 1974 the commercial vector processor supercomputer CDC STAR-100 was introduced.
# Scientific information on environmental issues in the age of digital media

- A critical analysis of the actual management model of scientific information
and some possible alternative models through collaborative platforms.
Author: [Mariano Senna da Costa], September 2006
Certified by:
Prof. Dr. Joachim Hasebrook 1st. Thesis Adviser, International School of New Media / Luebeck, Germany
Prof. Dr. Richard Scotti 2nd Thesis Advisory, International School of New Media / Luebeck, Germany
© Copyleft

### TABLE OF CONTENTS
#### Abstract

This paper consists of an investigation about the past, present and future of
internal structures and processes of scientific information production and its management, with the focus on the analysis at institutions of environmental studies.
Considering three dimensions of the communication process at academic institutions (technological, cultural and institutional), the research drawn near a philosophical
review about some relations (economic, political and social) among these dimensions and
therefore examine some aspects of the specialized information production and distribution.

#### Index

1. - Preface - The idea of this research 2. - Introduction 3. - Short review of philosophical aspects of Science, Technology and Social Communication
       3.1 - Technology's Interrelations
       3.2 - Science as a New Religion
       3.3 - Characteristics of Contemporary Science and Technology
       3.4 - Impacts of Science and Technology
       3.5 - Why Environmental Issues?
       3.6 - Information / Power / Society Control
       3.7 - The hypothesis of this work
4. - Subject and Methodology
5. - Results and early conclusions
6. - General Conclusion
7. - Further Research
8. - Bibliography
9. - Attachments
# Scientific information on environmental issues in the age of digital media/Acronyms

CRQ - Central Research Question CSR - Corporate Social Responsibility DB - Data Base's Technology EPA - Environmental Protection Agency (USA) GMOs - Genetic Modified Organisms HBS - Heinrich Boell Stiftung IALE - International Association for Landscape Ecology ICT - Information and Communication Technologies IPCC - The Intergovernmental Panel on Climate Change IRB - Industrial Revolution in Britain LIS - Landscape Information Systems LRLR - Living Reviews in Landscape Research MCT - Ministry of Science and Technology (Brazil) MPG - Max Planck Society (Germany) OSHA - Occupational Safety and Health Administration (USA) SCOST - Social Control of Science and Technology STS - Science, Technology, and Society Studies TQ - Theory Question TUB - Technische Universitaet Berlin UFSC - Federal University of Santa Catarina (Brazil) WBGU - German Advisory Council on Global Change ZALF - Leibniz-Centre for Agricultural Landscape Research (Germany)