OpenLLM-France/wikimedia huggingface dataset:
# EuroLex/F/Bandoleer

Cf. also Bandolier (EuroLex).
* Original language: French
* Original form and meaning: bandoulière 'shoulder strap'
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | ... | ... | '...' | '...' | ... |
| Dutch | ... | ... | '...' | '...' | ... |
| English | bandoleer | 16th c. | 1. 'a broad belt worn by soldiers which helped to support the musket and had also attached twelfe little cases, each containing a charge for the musket, later: a shoulder-belt fitted with little loops, in which cartridges are suspended', 2. 'by transference: one of the cases of boxes containing a charge for the musket' | 'a broad belt, worn over the shoulder and across the breast, by which a wallet might be suspended at the side' | OED |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | Bandelier | 17th c. | 1. 'shoulder strap' (old-fashioned), 2. 'broad, thick band, e.g. for a coat, to be tied around the shoulders' (dial.), 3. 'the sash over the coat of a clergyman' (dial.), 4. 'tobacco leaves hanged up to dry' (dial.), 5. 'tobacco leaves stringed on a string' (dial.) | 'Shoulder strap to carry weapons' in Thirty Years' War | Birken-Silvermann 2003: 129 |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | bandoliera, bandolera | Beginning of 17th c. | 'hanger' (dial.) | Integrated in military context | Birken-Silvermann 2003: 129 |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | ... | ... | '...' | '...' | ... |
| Swedish | ... | ... | '...' | '...' | ... |
# EuroLex/F/Aubergine

* Original language: French
* Original form and meaning: aubergine - 1. eggplant, 2. fruit of the eggplant
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | aubergine | ... | 'meaning 1 & 2' | '...' | ... |
| Dutch | aubergine | ... | 'meaning 1 & 2' | '...' | ... |
| English | mainly BrE: aubergine, AmE und AusE: eggplant | plant: 1794 colour: 1895 | 'meaning 1 & 2;and also: a deep purple colour' | '...' | http://www.etymonline.com |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | plant: Aubergine, and also: Eierfrucht;colour: aubergine | ... | 'meaning 1 & 2,and also: a deep purple colour' | '...' | ... |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | ... | ... | '...' | '...' | ... |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | ... | ... | '...' | '...' | ... |
| Swedish | aubergine,and also: äggplanta | ... | 'meaning 1 & 2' | '...' | ... |

### Annotations

Etymology: from French "fruit of the eggplant", diminutive of auberge "a kind of peach", from Spanish alberchigo "apricot".
But Klein derives the French from Catalan alberginera, from Arabic al-badinjan "the eggplant," from Persian badin-gan, from Sanskrit vatin-ganah.
Source: http://www.etymonline.com

### Information on Other Languages

Czech: lilek
Estonian: baklažaan
Hungarian: padlizsán
Italian: melanzana
Latvian: baklažāns
Portuguese: berinjela
Slovak: baklažán
Spanish: berenjena
# EuroLex/F/Baggage

* Original language: French
* Original form and meaning: baggage, luggage
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | ... | ... | '...' | '...' | ... |
| Dutch | ... | ... | '...' | '...' | ... |
| English | baggage | 1430 | 'luggage, baggage' (stand.) | 'burdensome matters' (1607-1757), 'rubbish, refuse, dirt' (1549-1661), 'pus' (1576-1610), 'spoken or written trash' (1538-1579), 'riff-raff' (1603), 'of the rites and accessories of the Roman Catholic worship' (1549-1587), 'worthless or vile fellow/woman' (1594-1851), | OED |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | Bagage | 16th c. | 1. 'mob, riff-raff' (slang, coll.), 2. 'luggage' (dial.), 3. 'family, relatives' (dial.) | '...' | Birken-Silvermann 2003: 127 |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | bagaglia | 1555 | 'luggage, baggage' (stand.), 'dodger, trickster' (dial. (near Milan)) | '...' | Birken-Silvermann 2003: 127 |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | ... | ... | '...' | '...' | ... |
| Swedish | ... | ... | '...' | '...' | ... |

### Information on Other Languages

* Rum. bagáli 'luggage' (Source: Birken-Silvermann 2003: 127)
# EuroLex/F/Avenue

* Original language: French
* Original form and meaning: avenue - 1. avenue, boulevard
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | aveny | ... | '...' | '...' | ... |
| Dutch | ... | ... | '...' | '...' | ... |
| English | avenue | 17c | 'meaning 1; and also: a street title in an address, form: Avenue (Abbr. Ave. or Av.); a means of access or approach' | 'a way of approach (originally a military word), then the meaning shifted to a way of approach to a country-house, usually bordered by trees, hence, a broad, tree-lined roadway (1654), then to wide, main street (1858, esp. in U.S.)' | http://www.etymonline.com/ |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | Avenue | ... | 'meaning 1' | '...' | ... |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | ... | ... | '...' | '...' | ... |
| Latvian | avēnija | ... | '...' | '...' | ... |
| Lithuanian | aveniu | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | avenida | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | av. | ... | '...' | '...' | ... |
| Spanish | avenida | ... | 'meaning 1; and also: a street title in an address, form: Avenue (Abbr. Ave. or Av.); a means of access or approach' | '...' | ... |
| Swedish | ... | ... | '...' | '...' | ... |

### Annotations

Etymology: from M.Fr. avenue way of access, from O.Fr. avenue act of approaching, arrival, from fem. of avenu, pp. of avenir arrive, from L. advenire to come, from ad- to + venire to come
source: etymonline.com

### Information on Other Languages

Czech: třída
Danish: -gade; -vej
Dutch: (brede) bomenlaan, aanpak
Estonian: tänav
Finnish: katu
Hungarian: sugárút
Italian: viale
Norwegian: gate, vei
Polish: ulica, aleja
Slovak: trieda
Swedish: allé, boulevard, gata, väg
=> Please check the article on Alley (EuroLex)
# EuroLex/F/Bandolier

Cf. also Bandoleer (EuroLex).
* Original language: French
* Original form and meaning: bandoulière 'shoulder strap'
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | ... | ... | '...' | '...' | ... |
| Dutch | ... | ... | '...' | '...' | ... |
| English | bandolier | 16th c. | 1. 'a broad belt worn by soldiers which helped to support the musket and had also attached twelfe little cases, each containing a charge for the musket, later: a shoulder-belt fitted with little loops, in which cartridges are suspended', 2. 'by transference: one of the cases of boxes containing a charge for the musket' | 'a broad belt, worn over the shoulder and across the breast, by which a wallet might be suspended at the side' | OED |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | Bandelier | 17th c. | 1. 'shoulder strap' (old-fashioned), 2. 'broad, thick band, e.g. for a coat, to be tied around the shoulders' (dial.), 3. 'the sash over the coat of a clergyman' (dial.), 4. 'tobacco leaves hanged up to dry' (dial.), 5. 'tobacco leaves stringed on a string' (dial.) | 'Shoulder strap to carry weapons' in Thirty Years' War | Birken-Silvermann 2003: 129 |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | bandoliera, bandolera | Beginning of 17th c. | 'hanger' (dial.) | Integrated in military context | Birken-Silvermann 2003: 129 |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | ... | ... | '...' | '...' | ... |
| Swedish | ... | ... | '...' | '...' | ... |
# Enrolled Agent Preparation Program

WELCOME TO THE HOMEPAGE OF THE ENROLLED AGENT PREPARATION PROGRAM! A program of the Wikiversity Accounting Department
Enrolled Agents are federally authorized tax practitioners who are licensed under Circular 230 to practice before the Internal Revenue Service. They are the only IRS regulated tax professionals. What makes this credential unique is that there is no prerequisite coursework or mandated work experience to achive licensure. Enrollment is granted either by passing a three part examination (the IRS Special Enrollment Exam/SEE) or by virtue of service as an IRS employee in specified capacities. This program is intended to be a free resource allowing interested students to study for the IRS Special Enrollment Examination. Students who have completed this program's courses should have the requisite knowledge to sit for the Special Enrollment Exam.
The Enrolled Agent Preparation Program consists of the following three courses which mirror the three parts of the Special Enrollment Examination
* Part I: US Individual Taxation (SEE)
* Part II: US Business Taxation (SEE)
* Part III: IRS Representation, Practice and Procedure (SEE)

## Course Contributors

Add yourself!

## Mentors

Add yourself!

## Students

Add yourself!
Template:Enrolled Agent Preparation Program/Deptnews
Template:Enrolled Agent Preparation Program/Resources
# English basics/Using Was and Were

(INCOMPLETE) Using "was" and "were" in English can be easy or hard.

## As a Main Verb

This is a very simple and straightforward rule in English. Was and were are used to show actions in the perfect or imperfect tense. (The perfect tense signifies a completed action, like I went to the store, and the imperfect tense shows an incompleted action, like I was going to the store when I saw a puppy.)
Conjugating In the Perfect Tense Was and were in the perfect tense are used like this: I was at the party. You were there also.
The conjugation list goes as follows: I was You were S/he/it was We were You all were They were
For native speakers of English, the conjugation rule usually comes as second nature. However, foriegn speakers must memorize this.
Use In the Imperfect Tense In English, the imperfect tense uses was or were, followed by a verb ending in -ing. The imperfect tense, as stated above, shows an incompleted action.
# Instructional design/Color and Design/Quiz

| ID Homepage | 1.Introduction | 2.Understanding Color | 3.Combining Colors | 4.Applying Color | 5. Quiz | 6. Learn More |

## Final Quiz

* Congratulations, you've finished the lesson!
* Please take this final quiz to see how much you remember. Get 7 out of 10 questions right to "pass". Good luck!
* 1
* If you combine red, green and blue light together what color light does that make?
* 2
* True or False? Contrasting (complimentary) colors get people's attention.
* TRUE
* FALSE
* 3
* Which colors are NOT complimentary?
* 4
* From the 3 combinations below, which would be most appropriate for an online instruction for a sailing safety certificate?
* 5
* From the 3 combinations below, which would be most appropriate for instructions on the wall for fire emergency procedures?
* 6
* True or False? For a more conservative look use lots of pure hues at 100% brightness and 100% saturation.
* TRUE
* FALSE
* 7
* Which two colors have low brightness and low saturation?
* 8
* Which two colors have low saturation but high brightness?
* 9
* What is NOT an effective way to use color in your designs?
* To emphasize key information.
* To organize or chunk content.
* To make things look pretty for no reason.
* To gain attention.
* 10
* Which colors seem happiest about finishing the lesson?
< Applying Color - Previous Page ---«»---Next Page - Learn More >
# Instructional design/Component Display Theory

* Component Display Theory
| Introduction Lesson Introduction CDT Matrix Performance Matrix Classification of content Learning Scenarios Scenario One Scenario Two Scenario Three Assess Your Skills Self Assessment Grading Rubric & References | Introduction You, as the Instructional designer, will apply the Component Display Theory process model to delineate content into the appropriate categories to then develop lesson plans based on prescribed action matrices. The result will be better learning objective attainment through the described hierarchical order of learning toward mastery as well as tools that provide greater lesson effectiveness (mastery of learning objectives) and lesson efficiency (in shorter amounts of time). Advance Organizers (Job Aids): Component Display Theory Matrix Performance Matrix Grading rubric Objective of the Lesson Given a Component Display Model, instructional scenarios and job aids, the learner will be able to choose an appropriate method for defined lesson content to a specified level of learner performance. You should achieve (4/5) or 80% based on the self assessment tool. At the end of this lesson you should be able to.. identify content classifications/categories (fact) differentiate between fact, concept, principles, process and procedures (concept) apply the component display theory to learning content for each of the content classifications based on level of performance within a scenario (procedure) Next >> BUCKLE UP!!! ITS TIME TO DRIVE! |
# Instructional design/Color and Design/Combining Colors

| ID Homepage | 1.Introduction | 2.Understanding Color | 3.Combining Colors | 4.Applying Color | 5. Quiz | 6. Learn More |

## Combining Colors

| Early scientists who studied color realized that the appearance of a color is relative to the other colors nearby. Color harmony is the act of combining colors according to their relationship to one another on the color wheel. | Colors interact and fight for dominance. "There is no blue without yellow and without orange". Van Gogh |
* Complimentary Colors
* Contrast is essential to using color effectively and also for readability. Opposite colors on the wheel provide the greatest contrast and the power to intensify one another. Complimentary colors can be hard to balance (opposites attract but also repel) so use strategically and experiment with adjusting the brightness and saturation levels to achieve the desired effect. Areas of low contrast can appear flat but may be easier on the eye
* Use contrast to create a sense of energy, excitement and action.
* Use contrast to attract attention to key content, action items or navigation.
* Use contrast to emphasize differences.
* Use the brightest of a complimentary pair for highlighting, and the darker to provide contrast.
* Warm colors (yellow, orange, red) provide the most pop, as these advance and cool colors recede. Keep this in mind when deciding which color to use where.
* Split complimentary combinations (opposite + one) are easier to balance.
* Difficulties distinguishing between red and green is common with color blindness.
* Contrast for readability in text-backround combinations
* Contrasting colors are not necessarily great choices for reading text and backgrounds, unless one color is very pale and the other very dark. Black and white are a reliable combination though dark grey text on light backgrounds can work well too. How easy it is to read screen text depends on many factors with contrast very high on the list. Subtle, lighter backgrounds are less distracting and look more professional. Test your text by reading it and learn from more experienced designers.
* Analogous Colors
* Analogous color schemes include 3 colors that are next to each other on the color wheel. Because they are from the same family and similar in hue they tend to get along.
* Analogous colors don't provide much contrast but they are pleasing on the eye.
* Use analogous colors when the instruction requires a harmonous, easy feeling.
* Choose one of the 3 for your main hue.
* Use the brightest to highlight key details.
* Other Relationships
* Try these combinations too:
* Monochromatic (1 color with variations in lightness and saturation).
* Triadic (3 colors - triangular relationship on the color wheel)
* Tetradic (4 colors - 2 pairs of complimentary colors)
"There are no bad colors just bad color combinations" Anonymous
< Understanding Color - Previous Page ---«»--- Next Page - Applying Color >
# Instructional design/Color and Design/Learn More

| ID Homepage | 1.Introduction | 2.Understanding Color | 3.Combining Colors | 4.Applying Color | 5. Quiz | 6. Learn More |
| I hope you enjoyed this lesson and passed the quiz with flying colors! You now have a greater awareness of how people see, combine and attribute meaning to colors, and hopefully some new ideas on how to apply color. My wish is that you never see color in the same way again, and that you continue to learn from the colors you see. Learn More & Color Tools How We See Color Color Vision. Web Exhibits - Causes of Color History of Color Photography The most popular and dominant colors on the web Accessibility and Color About 8% of men and 0.5% of women have some form of color deficiency. We are Colorblind Designing for People with Partial Sight and Color Deficiencies Colorblind Web Page Filter - see it as they would. World Wide Web Consortium on Web Accessibility Usability.gov Web Design for Dyslexics Big Sites About Color Color Matters Color Pickers and Online Color Palette/Scheme Generators Color Picker - quick and online Color Palette Generator - create a palette from any webpage HTML Color Picker - quickly find lighter and darker shades of any color Adobe Kuler - color scheme generator + create a palette from any image Bibliography Web Exhibits - Causes of Color Color Theory for Designers - Smashing Magazine HTML Color Codes Color Design Workbook Adams Morioka and Terry Stone Design Elements, Color Fundamentals Aaris Sherin The Practical Guide to Information Design Ronnie Lipton The Secret Language of Color Joann Eckstut and Arielle Eckstut | "All colors are friends of their neighbors and lovers of their opposites" Marc Chagall |
The End
< Back to the Quiz - Previous Page ---«»---Instructional Design Homepage >
# Instructional design/Color and Design/Applying Color

| ID Homepage | 1.Introduction | 2.Understanding Color | 3.Combining Colors | 4.Applying Color | 5. Quiz | 6. Learn More |
| Applying Color What Color Can Do Highlight or emphasize key content and action items. Play down lesser elements. Gain, maintain or guide attention, help learners recall key points better. Organize and chunk information, show similarities, differences, relationships. Help learners understand knowledge structures, relationships, hiararchies. Send visual cues about the nature of the topic or content. Reinforce a brand. Evoke a mood, increase appeal and motivation. Some Tips & Steps 1. Understand the potential color preferences of your learners and clients. Color choices should make sense and be appropriate for the context. 2. Define your goals for using color. Aim to enhance the effectiveness of your instruction not detract from it. 3. Select one hue as your main color and additional colors as needed. Limit your choice to 3-5 colors, as color without a purpose will cause clutter and distraction. Use color pickers and color palette generators to help you. 4. Use the squint test to look at your designs and see where your eye is being led. Is this where you want it to go? 5. Remember that international audiences or learners from different cultures may have different expectations and color associations. 6. Test your choices for suitability and usability with users and clients. 7. Check your colors on different platforms and devices. 8. Keep a record of the colors that work well for you. 9. Have fun and don’t be afraid to experiment. | Do these colors look businesslike or childlike? Why? |
"I work with few colors, what creates the illusion of quantity is that they fell in the right place" Picasso
< Understanding Color - Previous Page ---«»--- Next Page - Final Quiz >
# Instructional design/Color and Design/Introduction

Introduction Page 1