OpenLLM-France/wikimedia huggingface dataset:
# EuroLex/F/Vis-à-vis

* Original language: French
* Original form and meaning: vis-à-vis 'face to face, counterpart, opposite number, love seat'
(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 | vis-à-vis | 18th c. | 1. ' a light carriage for two persons sitting face to face', 2. 'one or other of two persons or things facing, or situated opposte to, each other', 3. 'a counterpart, an opposite number', 4. 'a meeting face to face, an encounter' | '...' | OED |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | vis à vis | First half of 18th c. | 1. 'opposite to', 2. 'neighbouring' (dial.) | '...' | Birken-Silvermann 2003: 140/141 |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | visavi, vis à vis | 1877 | 1. 'opposite to, kind of seat', 2. 'mirror cabinet' (dial., near Rome) | '...' | Birken-Silvermann 2003: 140/141 |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | ... | ... | '...' | '...' | ... |
| Swedish | ... | ... | '...' | '...' | ... |
# Federal Writers' Project – Life Histories/2020/Spring/Section25/Jimmy Lea

Benjamin James Lea (born June 23, 1887) was a farmer and state senator from Yanceyville, North Carolina. He was the son of the Confederate captain Jeremiah Alexander Lea. Lea studied law at Harvard and later psychology at the Sorbonne in Paris. He inherited multiple plantations from his father but mismanaged them, leaving him financially destitute. He also served in the North Carolina State Senate. His later life was marked by struggles with alcoholism, and he was financially supported by the United Daughters of the Confederacy in his later years. He died on January 15, 1932.

## Early Life

Benjamin James “Jim” Lea was born on June 23, 1887 in Caswell County, North Carolina to Captain Jeremiah Alexander Lea, a Confederate captain, and Harriet Rebecca Graves, the daughter of a farmer. His father served in the 6th regiment of the Confederate States army. Lea studied law at Harvard and later psychology at the Sorbonne in Paris. Lea was briefly engaged to Jane Carwell, but she died of typhoid before they were married. Lea described his engagement to Carwell as the only period of his life were he “didn’t touch a drop” of alcohol.

## Farming
### Father’s Plantation

Lea inherited seven plantations, about 11,000 acres, as well as $45,000 and $20,000 in railroad shares, from his father shortly after graduating from Harvard. Lea authorized George Ducolt to look over the land while he traveled through Europe and studied in Paris. Ducolt transferred many of the properties to himself and his wife.

### Murder

Lea shot and killed Ducolt for misappropriating Lea’s funds. Lea was acquitted by the jury, likely due to his connection to his late father.

### River Plantation

Lea managed a river plantation after losing his initial inheritance. However, Lea “wasn’t interested” in the farm, and his tenants took most of his earnings.

## State Senate term

Lea served in the North Carolina General Assembly. Lea claimed that because “the presiding officer of the Senate didn't assign me to the committees I [Lea] wished”, his term in Senate was “one long, lasting drinking bout”.

## Alcoholism/homelessness

Lea’s alcoholism drew ire from the local community, and many viewed him as an “example horrible” of the effects of alcoholism. Lea’s actions were condemned by local religious leaders, and many tried to reform him. Lea became an atheist later in life. Lea did not work and received money from both the welfare office and the local United Daughters of the Confederacy chapter.

## Welfare in the South during the Great Depression

During the Great Depression, rampant poverty was addressed through domestic projects aimed at improving welfare2. President Franklin D. Roosevelt coined the term “New Deal” during his acceptance speech for the Democratic nomination in 19322. “New Deal” programs, like the Works Progress Administration (WPA) and the National Recovery Administration (NRA) aimed to address the effects of poverty
# Engineering Experience 4: Design a Small Solar Vehicle/Nl/Groep 4
## Introduction

Het doel van dit EE4-project is het ontwerpen, bouwen en optimaliseren van een Small Solar Vehicle (SSV). Na 11 weken dient dit wagentje afgewerkt te zijn en neemt het team er mee deel aan een race. In deze race legt de SSV een recht parcours van 14 meter af waarvan 6 meter vlak en de laatste 8 meter onder een helling van 3 procent. Het meest innovatieve en mooiste wagentje zullen tevens extra beloond worden.
Voor de realisatie van project krijgt elk team een zonnepaneeltje met bijhorende motor ter beschikking. Daarnaast is er een budget voorzien van maximum 200 euro en de mogelijkheid tot het gebruiken van Fablab.
# Engineering Experience 4: Design a Small Solar Vehicle/Nl/2014: Team PM13

--Veerapanchakarla (discuss • contribs) 16:35, 13 February 2014 (UTC)Introduction
# Film Scoring/Butchering MIDI Files/Simplifying Starwars in GarageBand

These instructions are designed for GarageBand 3 plus the sounds of a symphony orchestra. GarageBand is easy and fast yet powerful enough to do film scoring. Please, tell me if you find anything as good!
This course in music and filmmaking is:
Film scoring introduction for filmmakers
This lesson is:
Lesson #4 - Butchering MIDI files with GarageBand
The pages in this lesson are:
Page 1: Borrowing from classical MIDI files
Page 2: Importing Beethoven into GarageBand
Page 3a: Importing Starwars into GarageBand
Page 3b: Simplifying Starwars in GarageBand
Page 3c: Modifying Starwars in GarageBand
Page 4: Creating more sounds from Midi files - 6 points
Page 5: Create a musical cue for the motion picture "Graduation Day" - #2 - 20 points :
* More cleaning and simplifying in GarageBand
* Cleaning and simplifying
* This page will explain how to simplify and clean up the file.
# Film Scoring/Butchering MIDI Files/Modifying Starwars in GarageBand

These instructions are designed for GarageBand 3 plus the sounds of a symphony orchestra. GarageBand is easy and fast yet powerful enough to do film scoring. Please, tell me if you find anything as good!
This course in music and filmmaking is:
Film scoring introduction for filmmakers
This lesson is:
Lesson #4 - Butchering MIDI files with GarageBand
The pages in this lesson are:
Page 1: Borrowing from classical MIDI files
Page 2: Importing Beethoven into GarageBand
Page 3a: Importing Starwars into GarageBand
Page 3b: Simplifying Starwars in GarageBand
Page 3c: Modifying Starwars in GarageBand
Page 4: Creating more sounds from Midi files - 6 points
Page 5: Create a musical cue for the motion picture "Graduation Day" - #2 - 20 points :
* Turning Starwars music into something new
* Avoiding copyright laws
* This page will explain how to change the tune so that the score does not violate copyright laws.
# Film Scoring/Butchering MIDI Files/Creating more sounds

These instructions are designed for GarageBand 3 plus the sounds of a symphony orchestra. GarageBand is easy and fast yet powerful enough to do film scoring. Please, tell me if you find anything as good!
This course in music and filmmaking is:
Film scoring introduction for filmmakers
This lesson is:
Lesson #4 - Butchering MIDI files with GarageBand
The pages in this lesson are:
Page 1: Borrowing from classical MIDI files
Page 2: Importing Beethoven into GarageBand
Page 3a: Importing Starwars into GarageBand
Page 3b: Simplifying Starwars in GarageBand
Page 3c: Modifying Starwars in GarageBand
Page 4: Creating more sounds from Midi files - 6 points
Page 5: Create a musical cue for the motion picture "Graduation Day" - #2 - 20 points :
| Show me more There is a huge selection of Midi files on the Internet. Find a piece of classical music that you like and see how many melodies you can pull out of the file. | Remember the rules 1. Must be very old Use music copyrighted before 1923 is public domain. 2. Simply if you are using more than half the tracks and half the notes, you are not simplying enough. |
* The next page
* Try a real world example
* Creating the thoughts of the villian
* Contact your instructor
* Your instructor for this film scoring class is Robert Elliott.
* You can email me by clicking here.
# Film Scoring/Creating the sound of drama

These instructions are designed for GarageBand 3 plus the sounds of a symphony orchestra. GarageBand is easy and fast yet powerful enough to do film scoring. Please, tell me if you find anything as good!
This course in music and filmmaking is:
Film scoring introduction for filmmakers
This lesson is:
Lesson #3 - Using melody to create moods with GarageBand and the sounds of a symphony orchestra
The pages in this lesson are:
Page 1: Creating moods with melodies
Page 2: Creating a simple melody using GarageBand - 6 points
Page 3: Creating a melody which tells a story - 6 points
Page 4: Creating a simple motif - 6 points
Page 5: Creating continuity with melodies - 6 points
Page 6: Create a musical cue for "Graduation Day" - #2 - 20 points :
| Lesson Summary - Melody Melodies do many things Single notes and simple rhythms create moods. A melody also creates a moods. But it also can do much more. 1. Mood Melodies create moods. 2. Narration Melodies can narrate a scene. That is because some melodies can tell a story. 3. Motiv A melody be identified with a person, action, or thought. 4. Continuity All music, specially melodies, can create continuity in a motion picture. | In this lesson In this lesson, you will create: 1. Simple melodies 2. Melodies which tell a story 3. Melodies which are motivs. 4. Melodies which create continuity |
* The next page
* We start very simply by creating a simple melody in GarageBand
* Contact your instructor
* Your instructor for this film scoring class is Robert Elliott.
* You can email me by clicking here.
Film Scoring Introduction Lessons for Filmmakers :
| Introduction: | Basic theory of film scoring |
| Lesson #1: | Sound of Fear - Individual notes |
| Lesson #2: | Sound of Joy - Rhythm |
| Lesson #3: | Sound of Drama - Melody |
| Lesson #4: | Butchering MIDI files - MIDI |
| Lesson #5: | - dialog for music |
| Exercises: | Film scoring exercises - real scenes |
# Korean/Words/pageTail
## See

    Korean/Words/Legend
* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ
# Korean/Words/naviBar

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ
# Korean/Words/chestnut

| Albanian gështenjë Arabic كَسْتَنَاء‎ (kastanāʾ) Belarusian кашта́н (kaštán) Bulgarian ке́стен (késten) Catalan castanya Cornish kestenen Czech kaštan Danish kastanje Dutch kastanje Faroese kastanja Finnish kastanja French châtaigne German Kastanie Greek κάστανο (kástano) Hungarian gesztenye Icelandic kastanía Italian castagna Kurdish kestane Latgalian kaštans Latin castanea Latvian kastanis Lithuanian kaštonas Luxembourgish Käscht Macedonian ко́стен (kósten) Norwegian kastanje Occitan castanha Polish kasztan Portuguese castanha Romanian castană Russian кашта́н (kaštán) Scottish Gaelic castan Serbo-Croatian kesten Slovak gaštan Slovene kostanj Spanish castaña Swedish kastanj Turkish kestane Ukrainian кашта́н (kaštán) | Armenian շագանակ (šaganak) Azerbaijani şabalıd Chinese 板栗 (bǎnlì) Chinese 栗子 (lìzi) French marron Japanese 栗 (kuri) Japanese くり (kuri) Korean 밤 (bam) |
| Adapted from Wiktionary: chestnut #Translations ||
* 栗鼠 (literally "chestnut squirral") See: w: Red squirrel
* Copper in its natural state. Chinese 赤金 ("copper" literally "red metal")

## Korean hyponyms

* Korean 말밤 (malbam, "water chestnut" literally "coarse chestnut")
* Korean 물밤 (mulbam, "water chestnut" literally "water chestnut")
# Korean/Words/pageHead

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox
# Korean/Words/page

noinclude>
* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

### Comparatives

* From #Translations
* Nordic
* Danish:
* Icelandic:
* Norwegian:
* Swedish:
* Germanic
* Dutch:
* English:
* German:
* Latinic
* French:
* Italian:
* Latin:
* Portuguese:
* Spanish:

### See also

* ↑ https://ko.dict.naver.com/#/search?query=
* ↑ https://en.wiktionary.org/wiki/
# Korean/Words/shark
## shark
### Etymology

* See wikt: shark #Etymology
    "Of uncertain origin, most likely from a semantic extension of the German-derived word shark/Schurke for a "scoundrel" (see below). The fish was originally called a dogfish or haye in English and Middle English."
* maybe related to German Harke, maybe related to Korean 갈퀴, 갈퀴다, 할퀴다.
# Korean/Words/ㄱ-
## 곰
### 곰솔

    소나무는 아래와 같이 주로 껍질의 색깔로 분류되는 바, '흑송'과 같은말 '곰솔'의 '곰'이 '검은' 소나무를 뜻한다면, 짐승 '곰'도 '검은' 짐승을 뜻할 듯하다.
* 흑송 黑松, [같은말] 곰솔 (학명) Pinus thunbergii
* 적송 赤松, "소나무를 목재로 사용할 때에, ‘백송’이나 ‘곰솔’에 상대하여 이르는 말."
* 백송 白松
    '검은' 동물의 관점에서 '곰'과 함께 '개미'(특히 말개미)와 '거미'도 검토 대상이다.

### 곰

    '구석'과 관련된 '구멍'의 옛말 '곰', '구모', '구무', '구메' 등을 짐승 '곰'의 어원으로 보는 경향도 있다. 특히 일본어의 경우가 그렇다.
    그러나 짐승 '곰' 역시도 '불곰', '흰곰' 등 주로 색갈로 분류한다. 곰이 원래 '검은' 짐승을 뜻한다면, '검은 곰'은 부적절한 중언부언이다.
* ↑ '불곰'은 워낙 커서 '큰곰'을 뜻하는 '말곰'이라 부르는 수도 있다.
# Korean/Words/oak
## oak

| Tree | Fruit |
| English oak tree Dutch eikenboom German Eichenbaum | English acorn Dutch eikel German Eichel |
| Faroese eikitræ Icelandic eikitré Danish egetræ Norwegian eiketre Swedish ekträd | Faroese akarn also eikinøt Icelandic akarn Danish agern Norwegian eikenøtt also åkorn Swedish ekollon |
| Estonian tamm | Estonian tammetõru |
| Chinese 橡樹 (xiàngshù) Japanese 柏 (kashiwa, カシワ) Korean 참나무 (chamnamu) | Chinese 橡子 (xiàngzǐ) Japanese 団栗 (donguri) Korean 도토리 (dotori) |
# Gospel of John (CBS)/Week 10/Essay

Answer the following question in a well developed essay.
Your essay should be written clearly and free of major grammatical and style errors. I recommend Strunk and White's The Elements of Style if you need a resource about formulating your writing. The basic essay format requires an introduction, a body, and a conclusion. Beyond the existence of these three simple sections, there is no prescribed length, number of paragraphs, or word count; as you should focus on quality over quantity. Likewise, you should focus on answering the question over adhering to form.
You will be submitting your response to your Mentor for usage in your upcoming conference. Please attempt to answer the question fully and to the best of your ability. You should word process your essay in a legible consistent font and strive for consistency in formatting throughout the document. Perfection is not necessary, but the response should be as good as possible. Your response to this question will be part of determining your further preparation for the leadership program.
You will be unable to have a conference with your Mentor until this is submitted to them. They will contact you and schedule the conference after reading your response. At the conference, they will discuss it with you and use it as part of the plan to prepare you to enter the leadership program.
# Gospel of John (CBS)/Week 10/Survey

You have just completed a course on the Gospel of John offered in partnership with the Agape World Fellowship School. Completion of this course is a prerequisite for school programs, and it is therefore extremely important that the information presented be relevant and sufficient in preparation for future studies.
To serve as a metric for gauging effectiveness, we have developed a anonymous survey that is now open through Moodle. You will only be able to complete it once, but there is no way for the instructor or anyone else to know your identity. When you take the survey, you will be given a series of questions that will be used to determine where this course is good and where it needs improvement. The results will be used in a conference between the School Director and the Course Instructor, and may also be disseminated to the AWF Senior Pastor and Board upon request.
Your participation is appreciated, as it forms an important part of validating this course for future students, and will assist them by allowing School staff to modify this course as necessary.
# Gospel of John (CBS)/Week 10

Welcome to the last week of this course. After you take the Final Exam, you will be finished with this course and ready to move on in life. I don't know where you will be going, but wish you all the best of luck and pray that God blesses your journey. I hope this course has been effective for you, and you will be able to carry the knowledge you have acquired over the past nine weeks with you into life.
Some of you may be interested in continuing your studies, and I strongly recommend that you take Mere Christianity when the School's next academic term starts. You also should be having a conference with your chosen Mentor soon, to discuss your progress and future preparation for the leadership program.

## Assignments

* Check test scores from Unit 4 (highly recommended!!)
* Study for final exam
* Complete final exam
* Take survey on Moodle
* Complete Essay (leadership people only, you will need this for your mentor conference)
* Participate in a conference with your Mentor (leadership people only)

## Handouts

* Leadership Program Essay -You need to complete this and send it to your mentor prior to your conference
* Instructor Effectiveness Survey Instructions -Please read this prior to taking the survey on Moodle

## Final Course Examination

This course ends with a cumulative final examination to assess student understanding and comprehension of presented material. Questions will be similar to those assigned on the unit study guides, but the exam scope is not limited to any single unit. The exam itself will be 50 free response questions, that will be graded based upon comprehension and completeness. After completing the examination, please read the survey instructions and complete the anonymous survey. Final grades should be available by the middle of next week. It will be offered through the Wikiversity Moodle site from the beginning of this week to the end of this week. Once the course is approved, a link to the Moodle site will be placed here.
# ICT in Education/Change Projects/2014C Uganda Influncing Computers In Private Schools

Will be updated on 10th February 2015 in a training program by the participants
Change agent gggg
Email
Name of the organization
Title of the change project
Country
Started date
Status (finished/ongoing)
Last Updated on
1. Background
2. Objectives
3. Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2015A 21st Century Education for resource constrained regions in developing Countries(Mbarara Archdiocese)

Hello, this a project about promoting ICT in education in constrained regions in Mbarara archdiocese, Uganda
Change agent: Prisca & David
Email: umunc@usj.ac.ug
Name of the organization: Uganda Martyrs University Nyamitanga Campus
Title of the change project: 21st Century Education for resource constrained regions in developing Countries(Mbarara Archdiocese)
Country: Uganda
Started date: 14th April 2015
Status (finished/ongoing) Ongoing
Last Updated on
1. Background
2. Objectives
3. Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2014C Uganda Mobile Distance Education

Will be updated on 10th February 2015 in a training program by the participants
Change agent
Email Justine.priscilla@gmail.com, mirembee@gmail.com
Name of the organization Uganda Martyrs University
Title of the change project
Country Uganda
Started date
Status (finished/ongoing)
Last Updated on
1. Background
2. Objectives
3. Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2014C Uganda ICT Policy Basic Education

Will be updated on 10th February 2015 in a training program by the participants
Change agent Naiga Zulaika
Email
Name of the organization - Ministry of Education and Sports
Title of the change project -
Country - Uganda
Started date -
Status (finished/ongoing) - on going
Last Updated on
1. Background -
2. Objectives -
3. Stakeholders -
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2014C Zimbabwe ICT For Citizen Partcipation

Will be updated on 10th February 2015 in a training program by the participants
Change agent
Email
Name of the organization
Title of the change project
Country
Started date
Status (finished/ongoing)
Last Updated on
1. Background
2. Objectives
3. Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2015A 21st Century Education for Developing Countries.

Will be updated on 10th February 2015 in a training program by the participants
Change agents David Bamutura and Prisca Natuhwera
Email: david.bamutura@gmail.com
Name of the organization: Uganda Martyrs University Nyamitanga Campus
Title of the change project
Country
Started date
Status (ongoing)
Last Updated on 27th April, 2015
1. Background
2. Objectives
3. Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2014C Uganda Computer Literacy Rural Community/Open education resources in Uganda

how can we create awareness and training of teachers in the use of open educational resources in secondary schools in developing countries case study Uganda--Mirembee (discuss • contribs) 21:46, 16 February 2015 (UTC)Naiga Zulaika; Mirembe Hamza
# ICT in Education/Change Projects/2014C Uganda Empowering Teachers With ICT

Will be updated on 10th February 2015 in a training program by the participants
Change agent
Email
Name of the organization:Ministry of Eucation and Sports, Kampala uganda.
Title of the change project: Training teachers of private secondary schools on ICT in Gulu district
Country: Uganda
Started date:6th feb 2015
Status (finished/ongoing): ongoing
Last Updated on
1. Background: it has been proven that the use of ICT in teaching and learning plays a great role in assisting teachers in content delivery in the classroom
2. Objectives:
3. Stakeholders:
4. The Scope of the project:
5. Activities:
6. Expected or final result:
7. The Project organization:
# JavaScript/Multi-selection

Multiple check boxes in a form can be checked with the help of JavaScript. The interface of the demonstration has buttons for each selection method: "Select all", "Select none", and "Invert selection", which are self-explanatory. In addition, there is "Select range", which selects the range between the first and last checked box, and "Zebra select", which alternately selects ranges of check boxes. This means that if the boxes 2, 6, 10, and 14 are checked, the boxes 2 to 6 and 10 to 14 will be selected, and 7, 8, and 9 are not selected.
A range of boxes can also be selected by holding ↑ Shift and clicking on a box.
The code below contains the selection algorithms, referred to by their function names.