OpenLLM-France/wikimedia huggingface dataset:
# Perl/Introduction

Perl is a general-purpose interpreted programming language developed beginning in the late eighties by Larry Wall and friends. The name is not an acronym, however it is often associated with the "backronym" Practical Extraction and Reporting Language. Originally developed for exhaustive text manipulation, Perl has become the language of choice for a large base of system administrators, web developers, network programmers, database engineers and many others. I like it because the syntax and structure make sense to me and Perl can do a lot of tedious repetitive chores for me. I also like Perl's big friendly community.
    Perl motto: There's more than one way to do it. -Larry Wall-

## Why learn Perl?

Wall and others affectionately extend the acronym to mean pathologically ecclectic rubbish lister. Perl has been called the "swiss army knife" of programming languages, a "glue language", the "duct tape of the Internet" and many other things. Perl borrows features from C, shell scripting (sh), AWK, sed, Lisp, and other tools familiar especially to those who are acquainted with Unix, the BSDs, Linux and open source software.
Perl is free software, licensed under both the Artistic License and the GNU General Public License. Distributions are available for most operating systems. It comes as standard equipment in most distributions of Linux, FreeBSD, and Mac OS X. It can even be installed on Microsoft Windows systems. A good place to find out more about perl is at Perl.org which provides a myriad of links to that big friendly community I mentioned earlier.
We've got a ways to go building a nice curriculum for Perl here at Wikiversity, so spread the word and let's get started, shall we? cq
Up:Perl | Next:Perl.org - Perl online resources
# Permutation/246531/Inversions and sign/Example

We consider the permutation
with the cycle representation
    $\langle 1,2,4,5,3,6\rangle .$
The inversions are
    $(1,6),\,(2,5),\,(2,6),\,(3,4),\,(3,5),\,(3,6),\,(4,5),\,(4,6),\,(5,6),$
so there are $9$ of those. The sign is $(-1)^{9}=-1$ due to fact, and the permutation is odd.
# Studies of Euler diagrams/gap variants/basiga

dummy
Example basiga with some fullspots replaced by gapspots.

## blightless

Most Euler diagrams in this section (except doguva) require redrawing. It is shown for only two of them. Blightless means, that no two sets are equal or complements, and that no set is empty or the universe.

## blighted
### only bloated

In these examples some sets are equal or complements, which means that only one of them is shown in the redrawn diagram.

### bloated and blotted

In these examples set B is the universe, and set F is empty, which means that both are removed. The removed sets are only indicated by an outlined (rather than solid) letter, but they are not part of the binary labels.
# Studies of Euler diagrams/legato

dummy
This is one of the two 4-ary Boolean functions that have a multicrossing of all sets — the other being logota. It has all possible spots except the intersection of no sets and of all sets. (Like foravo in two dimensions.)
As a sphere surface the Euler diagram has 6 square and 8 triangle cells, forming a spherical cuboctahedron. (So its graph forms a rhombic dodecahedron.) The squares have weight 2. Eeach square borders two triangles with weight 1 and two with weight 3.
| Euler diagram of legato | Euler diagram of domino for comparison |
| spherical cuboctahedron | |
# Studies of Euler diagrams/gapspots

A gapspot is a spot that is false, but needed in an Euler diagram for geometric consistency. They are usually shown in light gray.

## gap variants

Changing some spots in a gapless function from true to false creates a gap variant. This often requires a redrawing of the Euler diagram.
# Studies of Euler diagrams/grids
## 3×3

examples putuki, hard and soft gapspots piferi
# Studies of Euler diagrams/gap variants/multi-bundle 3-2-2-1

* gap variants
* formula trees

## based on lobeva
### lobeva (gapless)
### redrawn

The Euler diagrams on the left have the usual shape, but their dark gray cells require redrawing it. The redrawn version without them is on the right. The light gray cells are the gapspots, and appear in both versions. The Euler diagram can not be drawn without them.
# Studies of Euler diagrams/gapspots/hard and soft

Some gapspots can not be avoided, while others are a design choice. They could be called hard and soft. On this page functions with hard gapspots are marked with ⚒.

## between different bundles ⚒

There is no way to avoid gapspots between different bundles. The simplest examples are:
* two sets in an otherwise empty set (sarina: H and F in G)
* one set in an otherwise empty intersection (karafa: C in A∩B)

## XOR ⚒

Functions in the same box are complements. Those on the left (right) are true in cells with even (odd) digit sum.

## vanatu ⚒

This is a XOR including an OR: $A~\oplus ~(B\lor C)~\oplus ~D$   It is a gap variant of vidita and a filtrate of tomute.   The gapspots 2, 4, 6 are hard; 1 and 8 are optional.

## bunese (7 of 8 cells)

Below are different Euler diagrams of the 3-ary Boolean function $A\cap B\cap C=\varnothing$.

## dagoro ⚒

The gaps 2 and 6 are hard. Gap 0 is optional. Without C this bundle falls apart in two bundles with a gap cell between them.

## kagusi (2×4) ⚒

If the gapspots were true, the red circle would vanish.

## 1- or 2-dimensional

Euler diagrams can be drawn with gapspots in a higher dimension, or without in a lower. Generally one should prefer the lowest possible dimension. But it is reasonable to demand from an Euler diagram, that the set borders be contiguous - which a circle in one dimension (a 0-sphere) is not. So in this case, one might prefer the 2D diagrams, and consider the gapspots necessary. (The disconnected left and right parts are easier seen in this version of the 1D diagram on the right.)

## piferi

Like example putuki, but with spot 0 as gapspot.  (Compare logota, another octagon.)
# Studies of Euler diagrams/logota

dummy
This function can be represented in one dimension closed to a circle. The corresponding graph is an octagon. (Compare piferi.)
In a 2-dimensional representation the borders intersect in a single point. (Compare foravo, the equivalent with 3 sets.)
Shown on the right is one way represent it with separate border intersections, resulting in 3 gapspots.
# Studies of Euler diagrams/gap variants/5x5

compare 5×4

## unchanged shape
### gunumi (cells with even digit sum)

compare linaki (5×4)

### deginu
## changed shape
### pomote (cells with odd digit sum)

compare karifu (5×4)
# Studies of Euler diagrams/gap variants/medusa

dummy
* gap variants
* medusa

## changed shape
### nosafu (without spot 2)
### farofe (without spot 3)

Spot 3 is one of the octants of the 3-split ABC. Without it, it disappears.

### niliko (without spots 2, 3)

Without these two adjacent spots, both 3-splits (ABC and BCD) lose their bottom front octant, and disappear. Only the six 2-splits are left.

### sapigi (without spots 0, 2, 4, 6)

Without these four adjacent spots, the 2-split AD loses its quadrant on the right. It disappears, and the two borders A and D are now parallel. The only fullspot in the overlap of A and D is 9. But the 2-split BC requires four quadrants in each of the three AD regions. The missing three quadrants besides 9 are the gapspots 11, 13 and 15. The shape is like that of barogi.
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Science/Computer Science

Topics
Algorithm Design
Arrays
Operating Systems
Repetition
Selection
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Science/Databases

Topics
Horizontal and Vertical Partitioning of Relations
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Science/Microprocessor Systems

Topics
Number Representation
# UTPA STEM/CBI Courses/Engineering and Computer Science/Mechanical Engineering/Materials

Topics
Material Properties
Thin Films
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Science/Assembly Programming

Topics
Exception Handling
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Science/Computer Networks

Topics
Socket Programming
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Science/Data Structures

Topics
NP-Completeness
# UTPA STEM/CBI Courses/Engineering and Computer Science/Manufacturing Engineering/Engineering Economics

Topics
Using Methods of Project Assessment
# UTPA STEM/CBI Courses/Engineering and Computer Science/Computer Engineering/Microprocessor Systems

Topics
Number Representation
# Teaching About Africa Using New Media Resources In the Classroom

K-12 Teacher's Summer Institute on Africa, June 11-22, 2012
Center for African Studies, University of Florida, Gainesville, Florida
Topics Included
* Website Creation
* Information Visualization
* Open Source Tools
* Informational Websites
* Online Resources for Audio and Video Materials
* Interactive Comics
* Audio Editing
* New Technology (Natural User Interface, Augmented Reality)
* Learning to Use Social Media:
   * Blogs
   * Wikis
   * Google Maps
   * Image Sharing
# Teaching EFL Listening via FUN WITH ENGLISH Books

This is a collection of lesson plans and related materials designed for 7th and 8th grade teachers in China who are using the FUN WITH ENGLISH [FWE] book series to teach listening English as a Foreign Language [EFL]. Hopefully this will also be valuable for other EFL teachers in China as well as any teacher of EFL (and likely ESL) around the world. Finally, this collection is not perfect and will always be open to improvements. Please make changes as you see fit.
Grade 7 :
| 《牛津初中英语·同步听力(七年级上)》 FUN WITH ENGLISH 7A | 《牛津初中英语·同步听力(七年级上)》 FUN WITH ENGLISH 7B |
| (ISBN 978-7-80657-618-2) | (ISBN 978-7-80657-657-1) |
Grade 8 :
| 《牛津初中英语·同步听力(八年级上)》 FUN WITH ENGLISH 8A | 《牛津初中英语·同步听力(八年级上)》 FUN WITH ENGLISH 8B |
| (ISBN 978-7-80657-707-3) | (ISBN 978-7-80657-844-5) |

## See Also

* Topic:TESOL
* Category:TESOL
* Category:TESOL speak
* Category:TESOL listen
* Category:TESOL read
* Category:TESOL write
* Category:TESOL 4 skill
* Category:TESOL grammar
* Category:TESOL ESP
* and
* School:Education
* School:Linguistics
* Topic:English Language
* 7B & 8B have been complied into a Wikiversity book: FUN WITH ENGLISH 7B & 8B: Unofficial Teacher's Guide (OL ID: OL24606597M)
* Wikiversity User:Charles Jeffrey Danoff is in the process of related original research on reviewing his year teaching with these books.

## To-do

* Add a nutshell up top.
# Teaching EFL Listening via FUN WITH ENGLISH Books/7A
## Resources by Chapter

| Chapter | Lesson Plan | Notes |
| 1 | New School Lesson | |
| 2 | Playing Sports Lesson | |
| 3 | Comic Books | |
| 4 | Preparing to Travel | |
| 5 | Trip to Italy | |
| 6 | Parent's Night at School | |
| 7 | | |
| 8 | The Seasons | Lesson combined with chapter 9. |
| 9 | The Seasons | Lesson combined with chapter 8. |
| 10 | Food | Lesson combined with chapter 12. |
| 11 | Lifestyles | |
| 12 | Food | Lesson combined with chapter 10. |
| 13 | | |
| 14 | | |
| 15 | | |
| 16 | | |
| 17 | | |
| 18 | | |

## Lesson Plans by Number

Same lesson plans numbered in the way they were delivered by an instructor in Anqing, Anhui, China.
* Lesson 1
* Lesson 2
* Lesson 3
* Lesson 4
* Lesson 5
* Lesson 6
* Halloween 1
* Halloween 2
* Lesson 7
* Lesson 8
* Lesson 9
* Lesson 10
* Lesson 11
* Lesson 12
* Lesson 13
* Lesson 14
# Teach Cough Hygiene Everywhere/cough hygiene

The priority is to cull the information and the materials you need in order to prepare material to distribute to your target population.
Please refer to the WikiBook thanks.
# Teach Cough Hygiene Everywhere/Pathogenic bacteria

Are the worse plagues cause by bacteria or flu?
What other pathogens are there?
Which diseases do they cause?
# Teach Cough Hygiene Everywhere/Swine flu

Where do swine flus originate?
(Be sure to watch the Dr. Brilliant video on this whole issue!)
+supplemental readings=
http://www.sciencedaily.com/releases/2012/02/120223103918.htm Swine influenza (swine flu) is a respiratory disease of pigs caused by type A influenza viruses that regularly cause outbreaks of influenza in pigs. Influenza viruses that commonly circulate in swine are called “swine influenza viruses” or “swine flu viruses.” Like human influenza viruses, there are different subtypes and strains of swine influenza viruses. The main swine influenza viruses circulating in U.S. pigs in recent years are:
Swine flu viruses do not normally infect humans. However, sporadic human infections with swine influenza viruses have occurred. When this happens, these viruses are called “variant viruses.” http://www.cdc.gov/flu/swineflu/
Why are human infections with variant viruses of concern?
Influenza viruses that infect pigs are different from human influenza viruses. Thus, influenza vaccines made against human influenza viruses are generally not expected to protect people from influenza viruses that normally circulate in pigs. In addition, because pigs are susceptible to avian, human and swine influenza viruses, they potentially may be infected with influenza viruses from different species (e.g., ducks and humans) at the same time. If this happens, it is possible for the genes of these viruses to mix and create a new virus that could spread easily from person-to-person. (That is called "antigenic shift and is how pandemics occur.") SOURCE http://www.cdc.gov/flu/swineflu/keyfacts-variant.htm This is what happened in 2009 when an influenza A H1N1 virus with swine, avian and human genes emerged in the spring of 2009 and caused the first pandemic in more than 40 years. SOURCE: Ibid
# Teach Cough Hygiene Everywhere/Resources

http://en.wikipedia.org/wiki/Virus_(1980_film) American version

## Humorous but serious

TruthRage
Canadian humour
# Syllabus of Economics/Introduction - Q & A
## About this page

This page is a place for people to enter exam questions and answers for the syllabus module "Introduction to economics" that is part of the Introductory Microeconomics syllabus in Wikiversity's School of Economics. If you would like to help with this learning project, you might like to adding questions and answers (or by helping verify existing questions and answers) to the test bank of questions and answers below for this module. Just add the questions and answers to this page. Later, the plan is to convert these questions and answers on some linked pages using the WikiMedia quiz extension. Other ways you could help are by entering links to relevant Wikipedia entries or other useful learning materials into the Introductory Microeconomics syllabus page or by adding questions and answers for the other modules listed on the Introductory Microeconomics syllabus page.
Questions and Answers
Which description BEST describes economics?
A. Economics is the study of decision-making.
B. Economics is a social study of people's behaviour in relation to the allocation of scarce resources.
C. Economics is the study of the economy.
D. Economics is the study of production and consumption.
ANSWER: B
# Syllabus of Economics/Introduction to industrial organization

This page links to Wikipedia entries and other learning materials that are relevant to the list of topics in a module of the Introductory Microeconomics syllabus on the Wikiversity's School of Economics pages.
Wikipedia entries
Other learning materials
# Sylheti language/Pronouns
## Personal Pronouns

Sylheti personal pronouns share some similarities with pronouns in other Indo-Aryan languages and even English, but also some marked differences compared to these languages.
* Pronouns do not differentiate for gender - the same pronoun can be used for a male or a female person.
* The second-person pronouns have three forms - the very familiar (VF), the familiar (F), and the polite (P) forms. Which set of pronouns is to be used in a given situation depends on the familiarity/intimacy of the person to the speaker (similar to the tú/usted distinction in Spanish).
* Similarly, the third-person pronouns also have three forms - the familiar (F), the polite (P), and the inanimate (I) - where the inanimate pronouns are used to refer to inanimate objects. The VF form doesn't apply to third-person pronouns.
Let's start by looking at all these personal pronouns for the nominative case.

### Nominative case

The nominative case is used to refer to the subjects in the sentence, such as "I am talking", or "You look great!".
| Subject | Proximity | Honor | Singular | Plural |
| 1 | 1 | 1 | ami (I) | amra (we) |
| 2 | 2 | VF | tui (you) | |
| 2 | 2 | F | tumi (you) | tumitain/tumra (you) |
| 2 | 2 | P | afne (you) | afnain/afnara (you) |
| 3 | H | F | he/tai (he/she) | hera/era (they) |
| 3 | H | P | tain/ein (he/she) | tara (they) |
| 3 | H | I | igu/ogu (it) | igun(t)/ogun(t) (these) |

### Objective case

The objective case is used to refer to the direct or indirect objects in speech, (i.e., upon which (or whom) the verb acts), such as "I am talking to him", or "He took it".
Note that the I (inanimate) pronouns remain the same in objective case as they are in the nominative case. Typically this isn't a problem since the context can easily determine if a pronoun is acting as a subject or an object. For all the other pronouns, simply adding the -কে ("ke") suffix for singular pronouns, and the -দেরকে ("derke") suffix for the plural pronouns, along with slight modification the original nominative pronoun, yields the objective case pronoun.
| Subject | Proximity | Honor | Singular | Plural |
| 1 | 1 | 1 | amare (me) | amrare (us) |
| 2 | 2 | VF | tore (you) | |
| 2 | 2 | F | tumare (you) | tumrare/tumitainre (you) |
| 2 | 2 | P | afnare (you) | afanarare/afnainre (you) |
| 3 | H | F | ogure/igure (him/her) | ogunre |

### Possessive case

The possessive case is used to show possession, such as "Where is your coat?" or "Let's go to our house". In addition, sentences such as "I have a book" or "I need money" (আমার টাকা দরকার) also use the possessive (more on this in later chapters).
Again, similar to the objective case pronouns, pronouns in the possessive case are formed by introducing small suffixes (র for singular, দের for plural) to the corresponding nominative pronoun, along with slight modifications.
| Subject | Proximity | Honor | Singular | Plural |
| 1 | 1 | 1 | amar (my) | amrar (our) |
| 2 | 2 | VF | tor (your) | |
| 2 | 2 | F | tumar (your) | tumrar/tumitainor (your) |
| 2 | 2 | P | afnar (your) | afnainor/afnarar (your) |
# Sylheti language/Numbers

| Number | Symbol | Bengali script | Roman script |
| 0 | ০ | শূইন্য | śhuneo |
| 1 | ১ | এক | ekh |
| 2 | ২ | দুই | dui |
| 3 | ৩ | তিন | tin |
| 4 | ৪ | চার | çair |
| 5 | ৫ | পাচ | paçh |
| 6 | ৬ | ছয় | çhoy |
| 7 | ৭ | সাত | šaat |
| 8 | ৮ | আট | 'aṭ |
| 9 | ৯ | নয় | noi |
| 10 | ১০ | দশ | doś |
11 Egaro
12 Baro
13 Thero 14 Souddo
15 Fonro
16 Shullo
17 Shotro
18 Aṭaro
19 Unnish
| Numeral | Transliteration | Numeral | Transliteration | Numeral | Transliteration | Numeral | Transliteration |
| 20 | bish | 30 | tish | 40 | sallish | 50 | phoinchash |
| 21 | ekhuish | 31 | ekhtish | 41 | ekhsallish | 51 | ekhanno |
| 22 | baish | 32 | bottish | 42 | beyallish | 52 | bayanno |
| 23 | teish | 33 | tettish | 43 | tetallish | 53 | teppanno |
| 24 | sobbish | 34 | sowtish | 44 | chouchallish | 54 | chuanno |
| 25 | fochish | 35 | phoetish | 45 | foetallish | 55 | fosbanno |
| 26 | sabbish | 36 | soetish | 46 | soeallish | 56 | saphphanno |
| 27 | hataish | 37 | hattish | 47 | hattallish | 57 | hattanno |
| 28 | ataish | 38 | attish | 48 | attallish | 58 | attanno |
| 29 | untish | 39 | unsallish | 49 | unphonchiash | 59 | unshait |
| Numeral | Transliteration | Numeral | Transliteration | Numeral | Transliteration | Numeral | Transliteration |
| 60 | shait | 70 | hottoir | 80 | ashi | 90 | nobboi |
| 61 | ekhshait | 71 | ekhhottoir | 81 | ekhashi | 91 | ekhannobboi |
| 62 | baishait | 72 | bahottoir | 82 | biashi | 92 | bawannobboi |
| 63 | teshait | 73 | tehottoir | 83 | tirashi | 93 | tewannobboi |
| 64 | sowshait | 74 | sowhottoir | 84 | sowrashi | 94 | sowannobboi |
| 65 | phoishait | 75 | phas'hottoir | 85 | phasashi | 95 | phasannobboi |
| 66 | soeshait | 76 | sihottoir | 86 | siashi | 96 | siannobboi |
| 67 | harshait | 77 | hathottoir | 87 | hatashi | 97 | hattannobboi |
| 68 | arshait | 78 | at'hottoir | 88 | attashi | 98 | attannobboi |
| 69 | unhottoir | 79 | unoashi | 89 | nirashi | 99 | nirannobboi |
1,00 Êkh sho
1,000 Êkh azar
10,000 Dôsh azar
100,000 Êkh lakh
10,00,000 Dôsh lakh
1,00,00,000 Ek kuṭi
10,00,00,000 Dosh kuṭi 1,00,00,00,000 Êkhsho kuṭi 10,00,00,00,000 Ekh azar kuṭi 1,00,00,00,00,000 Dosh azar kuṭi 10,00,00,00,00,000 Ekh lak-kuṭi
# Syllabus of Economics/Introduction

This page links Wikipedia entries and other learning materials that are relevant to the list of topics in the "Introduction to economics" module of the Introductory Microeconomics syllabus on the Wikiversity's School of Economics pages.
For exam questions and answers about this topic module please visit the Introduction to economics - Q & A

## Wikipedia entries

Economics
Microeconomics
Macroeconomics
Markets
Production/Consumption
Input/Output
Good

## Other learning materials

Recorded lectures and other videos are listed here in order of their ranked quality and relevance
1. YouTube: Economists Do It With Models: What is Economics?
2. MIT OpenCourseWare: Introduction to Microeconomics
# Sylheti language/Verbs

Sylheti Bengali verbs can be conjugated according to three tenses : Present, Past and Future
Within each tense, verbs can be conjugated differently according to their aspects : simple, progressive, perfect, habitual, near, distant, etc.

## Verb conjugation in Present tense
### First category of conjugation : Verbs ending in consonant+-aa

An example verb of this category is :
ma•ta
to speak
This is the dictionary form or the infinitive form of the verb.
At the end of this verb we have ta, which matches the pattern consonant + -aa
To conjugate this kind of verb in the present tense, you
1. remove the -aa in the end.
2. add the following endings depending on Person. (Who is doing the action matters).
3. Note that Number (Singular or Plural) of the Subject doesn't matter. (How many persons are doing the action has no influence on the verb ending.)
| | Singular | Singular | Plural | Plural |
| 1st Person | Ami (I) | -i | Amra (We) | -i |
| 2nd Person (informal) | Tumi (You) | -o | Tumra (You) | -o |
| 2nd Person (familiar / derogatory) | Tui (You) | -is | | |
| 2nd Person (formal) | Afne (You) | -oin | Afnara (You) | -oukka |
| 3rd Person (informal) | He/Tai (He/She) | -e | Tara (They) | -e |
| 3rd Person (formal) | Tain (He/She) | -oin | | |
Mata (to speak) :
| | Singular | Singular | Plural | Plural |
| 1st Person | Ami (I) | mati (speak) | Amra (We) | mati (speak) |
| 2nd Person (informal) | Tumi (You) | mato (speak) | Tumra (You) | mato (speak) |
| 2nd Person (familiar / derogatory) | Tui (You) | matis/mat (speak) | | |
| 2nd Person (formal) | Afne (You) | matoin (speak) | Afnara (You) | matoukka (speak) |
| 3rd Person (informal) | He/Tai (He/She) | mate (speaks) | Tara (They) | mate (speaks) |
| 3rd Person (formal) | Tain (He/She) | matoin (speaks) | | |

### progressive/continuous present

This tense describes a present action which is still going on at this moment and not finished.

### perfect present

This tense describes an action which was completed in a near past.

### habitual present

This tense describes an action which is a currently existing habit.
* Perfect Aspect