OpenLLM-France/wikimedia huggingface dataset:
# Computer Skills/Basic/Hardware

Basic hardware includes the computer case, the display, the keyboard, mouse, cables, and connectors.

## Objectives and Skills

Objectives and skills for basic hardware include:
* Identify component parts: cables, etc

## Multimedia

* YouTube: Computer Basics - Basic Parts of a Computer

## Activities

* Complete the tutorial Getting Started on the Computer. Identify the external parts of your computer (case, monitor, mouse, keyboard, ports).
* Complete the tutorial Getting to Know Computers. Identify the types of computers you use regularly (desktops, laptops, servers, tablets, mobile phones, game consoles, other).
* Complete the tutorial Basic Parts of a Desktop Computer. If you have a desktop computer, identify the external parts of your computer (case, monitor, power cord, keyboard, mouse or other pointing device). Where possible, note the manufacturer's product name and model number.
* Complete the tutorial Buttons, Sockets and Slots on a Desktop Computer. Identify the buttons, sockets, and slots available on your computer. List each type of button, socket, or port you have, and where on the case they are located. Also list any connected peripheral devices, including product name and model number.
* Complete the tutorial Laptop Computers and Notebooks. If you have a laptop or similar computer, identify the external parts of your computer (case, display, power adapter, keyboard, touchpad, ports).
* Complete the tutorial Getting to Know Mobile Devices. If you have a mobile device, identify the type, manufacturer's product name and model number.
* Complete the tutorial Block Diagram of Computer. A computer can performs basically five major computer operations or functions irrespective of their size and make.
* Complete the tutorial Basic Computer Components. A Computers internal architectural design comes in different types and sizes, but the basic structure remains same of all computer systems.
* Complete the tutorial Types of Computers. While personal computers are undoubtedly the most frequent type of machines now, there are several other kinds of computers.

## Key Terms
### cable

    Two or more wires running side by side and bonded, twisted, or braided together to form a single assembly.

### computer case

    The enclosure that contains most of the components of a computer (usually excluding the display, keyboard and mouse).

### display

    An output device for presentation of information in visual form.

### keyboard

    A typewriter-style device, which uses an arrangement of buttons or keys, to act as mechanical levers or electronic switches.

### laptop

    A portable personal computer with a clamshell form factor, suitable for mobile use. They are also sometimes called notebook computers or notebooks.

### mouse

    A pointing device that functions by detecting two-dimensional motion relative to its supporting surface.

### tablet

    A mobile computer with display, circuitry and battery in a single unit.

## See Also

* Computer Skills/Intermediate/Hardware
* Computer Skills/Advanced/Hardware
* Computer Skills/Proficient/Hardware
# Computer Skills/Basic/Spreadsheets

Basic spreadsheets includes recognizing user interface elements and entering data.

## Objectives and Skills

Objectives and skills for basic spreadsheets include:
* Recognize structure and purpose
* Recognize the active cell
* Know how to enter data
* Interpret simple spreadsheets and data
* Conduct a search in a simple database

## Multimedia

* YouTube: Excel 2010: Navigating Excel 2010
* YouTube: Excel 2010: Environment
* YouTube: Excel 2010: Creating Workbooks
* YouTube: Excel 2010: Cell Basics
* YouTube: Excel 2010: Modifying Cells, Rows, and Columns
* YouTube: Excel 2010: Format Cells
* YouTube: Excel 2010: Saving
* YouTube: Excel 2010: Printing
* YouTube: How to Find and replace data in Excel 2010

## Activities

These activities may be completed using any spreadsheet application (Microsoft Excel, LibreOffice Calc, Google Spreadsheet, Apple Numbers, etc.):
* Start your spreadsheet application. It should automatically open with a new, blank spreadsheet.
* Identify columns (letter labels) and rows (number labels).
* Identify the active cell (A1). Use the cursor keys to move around the spreadsheet and continue to identify the active cell.
* Return to cell A1. Enter your name in cell A1.
* Move to cell A2. Enter your age in cell A2. If you prefer not to enter your age, you can enter the number for the month you were born (January = 1, etc.).
* Use Print Preview to see the page layout for your spreadsheet.
* Print your spreadsheet.
* Save your spreadsheet.
* Review Excel-Easy: Find & Select. Download the find-select.xls file and complete the activities listed.
* To interpret simple spreadsheets and data, identify the fastest car and model and the most expensive car and model in the Find & Select Sheet1 worksheet.

## See Also

* Computer Skills/Intermediate/Spreadsheets
* Computer Skills/Advanced/Spreadsheets
* Computer Skills/Proficient/Spreadsheets
* Excel-Easy: Free Excel Tutorials
# Computer Skills/Basic/Graphics

Basic graphics includes graphics manipulation and drawing tools.

## Objectives and Skills

Objectives and skills for simple formatting include:
* Manipulate graphics: resize; rotate; flip; order; color
* Understand function of drawing tools

## Multimedia

* YouTube: How to Use: Microsoft Paint

## Activities

These activities may be completed using any drawing or graphics application (Microsoft Paint, Paintbrush, LibreOffice Draw, Google Draw, GIMP, etc.).
* Start your graphics application. It should automatically open with a new, blank drawing. If it does not, add a new blank drawing.
* Either insert an image into your drawing or paste an image from the clipboard.
* Select the image. Drag the border to resize the image.
* Rotate the selected image. You should be able to rotate it 90 or 180 degrees. Some graphics applications will allow more precise rotations.
* Flip the selected image. You should be able to flip the image both horizontally and vertically.
* Insert or paste a second image. Move the image to layer it on top of the first image. Some graphics programs allow you to have multiple layers of images and change the order (which image is on top as viewed).
* Use the pen or color fill feature to add color to your drawing.
* Use the text feature to add a title and your name to the drawing.
* Save your drawing.
* Print your drawing.

## See Also

* Computer Skills/Intermediate/Graphics
* Computer Skills/Advanced/Graphics
* Computer Skills/Proficient/Graphics
# Computer Skills/Basic/Multimedia

Basic multimedia includes recognizing common multimedia components.

## Objectives and Skills

Objectives and skills for basic multimedia include:
* Know about some components of multimedia
* Recognize icons: audio; video

## Multimedia

* YouTube: PowerPoint 2010: Inserting Videos
* YouTube: PowerPoint 2010: Inserting Audio

## Activities

These activities may be completed using any presentation application (Microsoft PowerPoint, LibreOffice Impress, Google Presentation, Apple Keynote, etc.):
* Start your presentation application. It should automatically open with a new, blank presentation.
* Add a title and your name. Title the presentation 'Multimedia'.
* Add a new slide. Title the slide 'Audio'. Add an audio clip to the slide.
* Add a new slide. Title the slide 'Video'. Add a video clip to the slide.
* Select a theme for your presentation. Apply the theme to all slides.
* Add any additional slides and content you wish.
* Save your presentation.
* Practice presenting your presentation.

## See Also

* Computer Skills/Intermediate/Multimedia
* Computer Skills/Advanced/Multimedia
* Computer Skills/Proficient/Multimedia
# Computer Skills/Basic/Presentations

Simple presentations includes creating a simple slideshow.

## Objectives and Skills

Objectives and skills for simple formatting include:
* Create simple powerpoint/ other slideshow

## Multimedia

* YouTube: PowerPoint 2010: Navigating PowerPoint
* YouTube: PowerPoint 2010: Environment and Ribbon
* YouTube: PowerPoint 2010: Create Presentation
* YouTube: PowerPoint 2010: Slide Basics
* YouTube: PowerPoint 2010: Manage Slides
* YouTube: PowerPoint 2010: Intro to Text
* YouTube: PowerPoint 2010: Work With Text
* YouTube: PowerPoint 2010: Themes
* YouTube: PowerPoint 2010: Insert Images
* YouTube: PowerPoint 2010: Applying Transitions
* YouTube: PowerPoint 2010: Check Spelling
* YouTube: PowerPoint 2010: Presenting Slide Show
* YouTube: PowerPoint 2010: Saving Presentations
* YouTube: PowerPoint 2010: Printing

## Activities

These activities may be completed using any presentation application (Microsoft PowerPoint, LibreOffice Impress, Google Presentation, Apple Keynote, etc.):
* Start your presentation application. It should automatically open with a new, blank presentation.
* Add a title and your name. Title the presentation 'Presentations'.
* Add a new slide. Title the slide 'Text'. Add text that describes the text options available in your presentation application.
* Add a new slide. Title the slide 'Images'. Add an image to the slide.
* Select a theme for your presentation. Apply the theme to all slides.
* Check spelling for your presentation.
* Save your presentation.
* Practice presenting your presentation.
* Print your presentation.

## OpenSource Alternatives

* LibreOffice Impress

## See Also

* Computer Skills/Intermediate/Presentations
* Computer Skills/Advanced/Presentations
* Computer Skills/Proficient/Presentations
# Computer Skills/Basic/Software Concepts

Basic software concepts include operating systems and applications.

## Objectives and Skills

Objectives and skills for basic software concepts include:
* Distinguish what is software / hardware
* Understand menu bars; etc
* Understand basic terminology: ﬁle; application
* Understand purpose of backup

## Multimedia

* YouTube: Computer Basics: Understanding Applications

## Activities

* Complete the tutorial GCFLearnFree.org Understanding Applications. Identify common applications installed on your computer (browser, word processing application, presentation application, etc.).
* Complete the tutorial Backing Up Your Files. Create a backup of your important files.

## Key Terms
### application

    Computer software that causes a computer to perform useful tasks beyond the running of the computer itself.

### backup

    Refers to the copying and archiving of computer data so it may be used to restore the original after a data loss event.

### browser

    A software application for retrieving, presenting and traversing information resources on the World Wide Web.

### file

    A resource for storing information, which is available to a computer program and is usually based on some kind of durable storage.

### word processor

    A software application for composing, editing, formatting and sometimes printing of any sort of written material.
# Computer Skills/Basic/Email

Email fundamentals include sending, receiving and replying to email.

## Objectives and Skills

Objectives and skills for simple formatting include:
* Send/receive/reply to email

## Multimedia

* YouTube: Gmail: Sending Email with Gmail
* YouTube: Gmail: Responding to Email with Gmail

## Activities

* Complete the tutorial GCF: Email Basics.
* If you don't already have an email account, consider signing up for a Google Gmail, Microsoft Outlook, or Yahoo! Mail account.
* Complete the tutorial GCF: Gmail.
* Use your email account to send an email message.
* Reply to an email message you receive from someone else.
* Review the Email Checklist for additional email best practices.

## See Also

* Computer Skills/Intermediate/Email
* Computer Skills/Advanced/Email
* Computer Skills/Proficient/Email
* Internet Fundamentals/Email
# Computer Skills/Basic/Internet

Basic Internet concepts include browser navigation, bookmarks, search terms, web addresses and hyperlinks.

## Objectives and Skills

Objectives and skills for Internet concepts include:
* Understand how to navigate using a browser
* Use bookmark/favorites
* Understand simple search terms/conventions
* Locate web address
* Understand concept of hyperlink

## Multimedia

* YouTube: Browser Basics

## Activities

* Complete the tutorial Internet Basics.
* Identify the name of your browser application (Google Chrome, Microsoft Internet Explorer, Mozilla Firefox, Apple Safari, etc.).
* Identify parts of the user interface such as the address bar, navigation buttons, the search bar, and links.
* Add a bookmark in your browser for the Computer Skills/Basic page.

## See Also

* Computer Skills/Intermediate/Internet
* Computer Skills/Advanced/Internet
* Computer Skills/Proficient/Internet
* Internet Fundamentals/Web Browsers
# Germanic languages

The Germanic languages are an Indo-European family of languages spoken by the Germanic peoples. The common ancestor of all Germanic languages is Proto-Germanic, although there may never have been any one Proto-Germanic language, spoken about mid-1st millenium BC in northern Europe. All Germanic languages are characterized by some uniqe features, including the consonant shift called Grimm's law. Germanic languages are first mentioned in history after some Germanic tribes moved south to north-central Europe and came into contact with the Roman Empire.
The most widely spoken Germanic languages today are English and German, with English having possibly over or near 400 million native speakers, and German over 100 million. Also, English is an important international trade language and the most used language of the internet, with many millions of second-language speakers. They belong to the West Germanic branch, which also included the next most spoken Germanic language, Dutch, with 23 million speakers, and then Afrikaans. Living North Germanic languages are Norwegian, Danish, Swedish, Icelandic, and Faroese, which together have about 20 million speakers. There are no known living East Germanic languages, although one ancient one is attested - Gothic. There are also many other living, less spoken Germanic languages, including Frisian, Low German, and Scots.
# German vocabulary/Numbers
## Cardinal Numbers

| Number | German | English |
| 0 | null | zero |
| 1 | eins | one |
| 2 | zwei | two |
| 3 | drei | three |
| 4 | vier | four |
| 5 | fünf | five |
| 6 | sechs | six |
| 7 | sieben | seven |
| 8 | acht | eight |
| 9 | neun | nine |
| 10 | zehn | ten |
* Eleven and twelve are irregular:
| Number | German | English |
| 11 | elf | eleven |
| 12 | zwölf | twelve |
* Numbers 13 through 19 are created as follows:
First digit number + 'zehn'
| Number | German | English |
| 13 | dreizehn | thirteen |
| 14 | vierzehn | fourteen |
| 15 | fünfzehn | fifteen |
| 16 | sechzehn | sixteen |
| 17 | siebzehn | seventeen |
| 18 | achtzehn | eighteen |
| 19 | neunzehn | nineteen |
Note: The "-s" in "Sechs" and the "-en" in "Sieben" are dropped in the combination.

## Double Digits

* In German, two digit numbers are created by:
| Number | German | English |
| 20 | zwanzig | twenty |
| 30 | dreißig | thirty |
| 40 | vierzig | forty |
| 50 | fünfzig | fifty |
| 60 | sechzig | sixty |
| 70 | siebzig | seventy |
| 80 | achtzig | eighty |
| 90 | neunzig | ninety |
Note: The spellings of zwanzig (20), dreißig (30), sechzig (60), and siebzig (70) are irregular.
* Two digit numbers that do not end with zero are made as follows: second digit + und + the number as it would be said if it ended in zero (English Example: 42 / Two and Forty / two and forty / Zwei und vierzig / zweiundvierzig)
Examples:
| German | English |
| einundzwanzig | 21 |
| siebenunddreißig | 37 |
| sechsundvierzig | 46 |
| vierundsechzig | 64 |
| neunundneunzig | 99 |
* Large numbers use the long scale:
| German | English (short scale) | Number |
| hundert | hundred | 100 |
| tausend | thousand | 1.000 |
| Million | Million | 1.000.000 |
| Milliarde | Billion | 1.000.000.000 |
| Billion | Trillion | 1.000.000.000.000 |
| Billiarde | Quadrillion | 1.000.000.000.000.000 |
Note: Periods (.) are used to divide large numbers into groups of three, as opposed to commas (,).
* Commas are used as decimal points:
Numbers
* zero - null
* one - eins
* two - zwei
* three - drei
* four - vier
* five - fünf
* six - sechs
* seven - sieben
* eight - acht
* nine - neun
* ten - zehn
* eleven - elf
* twelve - zwölf
* thirteen - dreizehn
* fourteen - vierzehn
* fifteen - fünfzehn
* sixteen - sechzehn
* seventeen - siebzehn
* eighteen - achtzehn
* nineteen - neunzehn
* twenty - zwanzig
* twenty one - einundzwanzig
* thirty - dreißig
* forty - vierzig
* hundred - hundert
* one hundred - einhundert
# German vocabulary/Sports
### Sports

| German | English |
| der Amerikanische Fußball | American football |
| der Fußball | football/soccer |
| der Tischtennis | tabletennis/Pingpong |
# German vocabulary/Time

Specific Time :
| German | English |
| die Zeit | time |
| die Stunde | hour |
| die Minute | minute |
| die Sekunde | second |
Generic Times :
| German | English |
| der Tag | day |
| der Morgen | morning |
| der Mittag | midday/noon |
| der Nachmittag | afternoon |
| der Abend | evening |
| die Nacht | night |
| die Mitternacht | midnight |
Past/Future/Present :
| German | English |
| gestern | yesterday |
| heute | today |
| morgen | tomorrow |
# German vocabulary/Verbs/Regular verbs

Endings in German regular verbs are:
| infinitive | infinitive | infinitive | spielen | spielen | spielen | spielen | spielen |
| past participle | past participle | past participle | gespielt | gespielt | gespielt | gespielt | gespielt |
| person | person | singular | singular | singular | plural | plural | plural |
| person | person | first | second | third | first | second | third |
| indicative | | ich | du | er, sie, es | wir | ihr | sie, Sie |
| indicative | present | spiele | spielst | spielt | spielen | spielt | spielen |
| indicative | past | spielte | spieltest | spielte | spielten | spieltet | spielten |
| subjunctive | | ich | du | er, sie,es | wir | ihr | sie, Sie |
| subjunctive | I | spiele | spielest | spiele | spielen | spielet | spielen |
| subjunctive | II | spielte | spieltest | spielte | spielten | spieltet | spielten |
Note: If the stem (the infinitive minus -en) of a verb ends in -d or -t, the endings -st and -t become respectively -est and -et
# German vocabulary/Greetings and Phrases
## Key

(inf) = informal (for) = formal Lit. = Literally
| English | German |
| Hello! | Hallo! Moin Moin! (used in northern Germany) |
| Good Morning! | Guten Morgen! |
| Good Evening! | Guten Abend! |
| Good Night! | Gute Nacht! (Only say if you're going to bed! Use 'Guten Abend' until bedtime. Regardless of the hour.) |
| Good Day. | Guten Tag/Tag |
| Hello | Grüß dich! (Lit.: Greet you)-(informal/regional) |
| My name is... | Ich heiße... (Lit.: I am called...) |
| How's it going? | Wie geht's? (inf) Wie geht es Ihnen? (for) Wie geht es dir? (inf) |
| What's up? | Was gibt's? (Literally: What gives it?/What does it give?) (informal/regional) |
| Hello | Grüß Gott! (Literally: Greet God) (regional, southern Germany/Austria mainly) |
| A general purpose greeting, used around mealtimes (enjoy your meal / guten Appetit) | Mahlzeit! |
| Alright! | In Ordnung/Schon gut |
| Goodbye! | Tschüss! |
| Have a nice evening! | schönen Feierabend! |
| Have a good weekend! | schönes Wochenende! |
Greetings used throughout Germany
* Guten Morgen - Good Morning
* Guten Tag - Good Day, Good Afternoon (Note: Germans don't normally say Good Afternoon).
* Guten Mittag - Good noon. (very rare)
* Guten Abend - Good Evening ~ After Work; regional? past 17:00 or 18:00
* Gute Nacht - Good Night ~ reserved for right before bedtime
Greetings specific to southern Germany
* Grüss Gott (God's greetings -- used predominantly in the South of Germany such as Bavaria and also in Austria)
* Grützi! (used in German speaking Switzerland)
Greetings specific to Austria

## Informal and Formal

Germans, to those that are of higher authority or people that they do not know, use formal phrases--such as Guten Morgen and Guten Tag. Informal phrases, such as Tschüss, are used with friends/people you know well. If you were to meet with your teacher (Der Lehrer), you would use formal phrases such as Guten Morgen instead of Hallo, and likewise: Auf Wiedersehen instead of Tschüss.
# German vocabulary/Verbs
## Important verbs

Verb tables below
* Sein
* Haben
* Modal verbs
* Regular verbs

## Other Verbs

* gehen to go
* machen to do
* brauchen- to need
* essen- to eat
* heissen- to be called (as in, "her name is"; "sie heisst Claudia...")
* wissen- to know (knowledge, information)
* kennen- to know (acquaintance)
* spielen- to play
* besuchen- to visit
* laufen- to run
* radfahren- to ride a bike (Separable prefix. Ex. Ich fahre rad. (I ride a bike.))
* lachen = to laugh
* sehen = to see (Stem-changer... for du, er, sie, and es change the first 'e' to 'ie'): Ex. Siehst du mich? (Do you see me?)
* möchten = to would like
* fliegen = to fly
* lieben = to love
* schlafen = to sleep (Stem-changer. Change 'a' to umlauted 'a'.)
* weinen = to cry
* mögen = to like (Stem changer, change umlauted 'o' to 'a' in du, er, sie, and es forms. (Ex. Ich mag Katzen: I like cats.))
* schnell= to hurry
# Forensics/Analysis/The basic features of handwriting

Handwriting analysis as a science
* Size and proportions
* General layout
* Direction of lines
* Degree of connection
* Regularity
* Rhythm (or evenness)
* Degree of broadness
* Speed of writing
* Form of letters
* Covering of space
* Shading
* Angle of writing (slope)
* Right and left tendencies
* Spacing
* Degree of attention
* Pressure
* Decoration/distortion
# Forensics/Analysis/Example 2

The audio sample corresponds to a telephone recording that picks up the conversation between two adult individuals, male, identified as 1 speaker and speaker 2 . Like it is a telephone channel recording, recording acoustic characteristics and the intelligibility of the message is limited by the bandwidth of the channel itself, ambient noise and proximity of the partners to the item pickup (microphone). There have been a total of 9 segments of voice (lengthening of vowels /a/ and/e /) samples of certain voice and dubitada for the analysis of phonation and biometric parameterization of vocal cord. Each segment has been previously edited, and isolated from the rest to further biometric analysis with the BioMet@Fore tool v 3.1
* The audio sample has been digitally processed to improve its quality mitigating and minimizing noise fragments that could mask the interventions of both speakers.
* Each segment of voice is subjected to the BioMet@Fore tool v 3.1 for the evaluation of biometric profile of the speaker, including parameters of distortion, cepstral, glottal source and biomechanics of the vocal fold, etc.
* The samples will be part of the model of suspect to be collated the standardized population model and questioned voice.
The diagram below visually shows that the joint dubitado (Questioned-T) is located next to the model(Suspect) and that both are far from the standard set of population (line-up).
The result supports the hypothesis of the prosecutor referred to the likelihood that the sample dubitada and indubitable come from the same speaker.