OpenLLM-France/wikimedia huggingface dataset:
# German Home Immersion School/Warm-Ups for Beginners (Übungen für Anfänger)

Warm-up #1: Duolingo - head on over to this awesome website, sign up for the German course and do the first lesson!
Then come back here...or stay there a while and keep learning German!
When you're ready, go on to the next exercise or to one of the Immersion Lessons
https://www.duolingo.com/
Warm-up #2: Learn By Listening - use the link below to find a video from a great German learning channel!
Get a pencil and a note card (or computer word program!) and open this video: Easy German Basic Phrases
Write down at least five words or phrases you want to learn, like so: Guten Morgen - Good morning
Say them each out loud (in German) as best you can three times
Listen to the video again if you need help with pronunciation (Aussprache), and don't worry about being perfect! Just do your best!
When you've read all five words/phrases, congratulations! You just taught yourself German by listening!
Warm-up #3: Making your computer a German Immersion environment!
This one is a little more complex but is likely to blow your mind when you realize that this exercise alone could get you to technical fluency in German!
First, pick any computer program you use a lot and are familiar with. I'll use Gmail as an example.
Find the language settings for that program and switch the language to German! Video guide for Gmail here!
Just like the last exercise, find five words/phrases that you think you can figure out the meaning of and write them down.
Create an account on Lang-8 and post your five words/phrases in a journal entry. Intro to Lang-8 here!
Native speakers will come and correct your translations!
If your entries don't get corrected immediately, try correcting some entries for other folks to get some more L-points which makes your entries more likely to get attention!
While you're there, send a few friend requests and see if you start to rub shoulders with folks who can help you learn German!
Warm-up #4: Connect with a Human!!!
There are two relatively easy ways to find a person to help you get started with your immersion school.
If you did the last exercise, go the extra mile and try to connect with someone on Lang-8 by email or skype to help you more directly with your language goals!
Don't worry if at first you don't succeed. Language Partners are relationships that build slowly, but bear great fruit when they are in full flower!
The easiest way of all to get help is...to email the instructor for this project!
I hope every single person who does home immersion tells me about it so I can help them and they can help me make it better!
Please write to me! My email address is on my profile page! You can switch off the German on your Gmail if it makes it hard to write XD
Jon michael swift (discuss • contribs) 01:24, 19 May 2016 (UTC)
# German I

This is the place for the first lesson in German.

## Dialogue: Two people introduce themselves

The following dialogue is between two persons who just met and introduce themselves. After reading it listen to the audio file to get a feeling for the German language (in case you wonder: the voice of Jörg is spoken by a French native):
The first thing we find in this dialogue is the conjugation of a verb. In German, all verbs are conjugated for all pronouns, different to English. Think of it as the verb "to be": I am, you are, he is, they are, etc. German has distinct conjugations for every verb. For instance, the verb "sein":
* ich bin
* du bist
* er/sie/es ist
* wir sind
* Ihr seid
* sie/Sie sind
You will learn more about conjugating verbs in further lessons.
The other thing we notice on the dialogue is that the age is said as in English. I am 19 years old -> Ich bin neunzehn Jahre alt. In other languages, like French or Spanish the age is said using "to have... years" instead of using "to be ... years old": "J'ai 30 ans" -> "Tengo 30 años".

## next ?

For further planning, please visit the Learning German talk page.
Stay thrilled.
# German Home Immersion School/Teachers

While this course is under construction, anyone who desires any help should feel free to email the course curator
I am a German tutor and I'll be happy to build any part of the course that would benefit you most! Just let me know.
It is generally recommended that you find a teacher to work with on your Immersion Challenge.
There area whole bunch of reasons for this, such as...
* Beginners will save time and frustration by avoiding known pitfalls
* Intermediate students will benefit from the motivation and accountability a teacher provides
* Experts get an objective perspective, which not even the most talented linguist can't get without help
* Teachers benefit from hearing student experiences, and they use these ideas to improve the course.
* Work with a teacher. Just do it.

## Finding a Teacher

There are a number of ways to go about finding the teacher.

#### Someone you know personally

This has advantage of creating a more personal connection and will help you integrate your German skills immediately. Unfortunately, it's often harder than you'd expect to get the people closest to you to help with language projects. Relatives, significant others, or friends often shy away because it adds a lot of responsibility to their end of the relationship. This is the ideal choice if you are close friends with an expert in teaching who wants to help you. Otherwise, seek another option.

## Things to go over with your teacher

It may be tempting to get right into speaking, but this is one time when I'll recommend you STOP! Think...
Do you want to pay someone to talk to you for the approximately 800 hours it will take you to reach fluency? I think not...
You actually can get most of your speaking done with language exchange partners. They are more fun and more cheap. Lots more cheap.
Your teacher's job is to help you evaluate where you are in your German education and to set your scope and sequence for your Immersion Challenge.
It's also their job to help you with your accountability
Back to German Home Immersion School
# German Language/Introduction to basic German verbs

German verbs, like English verbs, generally conjugate consistently. However, there are some exceptions. (For example, "sein".) In this lesson, you will learn how normal German verbs (also known as "weak verbs") are conjugated.
| | ich | du | er, sie, es | wir | ihr | Sie, sie |
| conjugations | -e | -st | -t | -en | -t | -en |
| Example: machen (present tense) | mache | machst | macht | machen | macht | machen |
| Example: trinken (present tense) | trinke | trinkst | trinkt | trinken | trinkt | trinken |
# Internet Fundamentals

The Internet is the global system of interconnected computer networks that use the Internet protocol suite (TCP/IP) to link billions of devices worldwide. Fundamental Internet concepts include web browsers, search engines, email, social media, communications, networking, security, HTML, CSS, graphics and multimedia, web accessibility, JavaScript, database concepts, project management concepts, ﻿﻿and related career opportunities.
This course comprises 15 lessons covering fundamental Internet concepts. The first half of the course approaches the Internet from a user perspective. The second half of the course provides an introduction to web development. Each lesson includes a combination of Wikipedia readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for CIW Internet Business Associate certification.

## Preparation of internet

This is an introductory college-level computer course. Learners should have basic computer skills, including typing, mouse, and web browser navigation.

## Lessons

* Introduction
* Web Browsers
* Search Engines
* Email
* Social Media
* Communications
* Networking
* Security
* HTML
* CSS
* Graphics and Multimedia
* Web Accessibility
* JavaScript
* Databases
* Project Management
* IT Careers

## See Also

* Computer Skills
* Digital Literacy
* Internet
* Web Foundations
* IT Fundamentals
* HTML
* CSS
* JavaScript
* Microsoft: Web Development for Beginners

## Assessments

* Flashcards: Quizlet: CIW
* Quiz: Quizlet: CIW
# Internet Fundamentals/Collection
## Internet Fundamentals
### Learning Guide

This learning guide supports the Wikiversity course Internet Fundamentals, available at http://en.wikiversity.org/wiki/Internet_Fundamentals.

## Overview

Internet Fundamentals/Collection/Sidebar
The Internet is the global system of interconnected computer networks that use the Internet protocol suite (TCP/IP) to link billions of devices worldwide. Fundamental Internet concepts include web browsers, search engines, email, social media, communications, networking, security, HTML, CSS, graphics and multimedia, web accessibility, JavaScript, database concepts, project management concepts, ﻿﻿and related career opportunities.
This course comprises 15 lessons covering fundamental Internet concepts. The first half of the course approaches the Internet from a user perspective. The second half of the course provides an introduction to web development. Each lesson includes a combination of Wikipedia readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for CIW Internet Business Associate certification.

## Preparation of internet

This is an introductory college-level computer course. Learners should have basic computer skills, including typing, mouse, and web browser navigation.

## Lessons

* Introduction
* Web Browsers
* Search Engines
* Email
* Social Media
* Communications
* Networking
* Security
* HTML
* CSS
* Graphics and Multimedia
* Web Accessibility
* JavaScript
* Databases
* Project Management
* IT Careers

## See Also

* Computer Skills
* Digital Literacy
* Internet
* Web Foundations
* IT Fundamentals
* HTML
* CSS
* JavaScript
* Microsoft: Web Development for Beginners

## Assessments

* Flashcards: Quizlet: CIW
* Quiz: Quizlet: CIW
# Internet Art

Internet Art is exclusively developed for the Internet, and does not include any piece of art seen on the Internet, but those which are planned to work only on the web since the beginning. This includes multimedia art, web design, and art for art’s sake.

## Hypertext

In 1992 George Landow, in Hypertext : The Convergence of Contemporary Critical Theory and Technology, quotes Roland Barthes to define the hypertext as a text formed by segments of words (or images) electronically united in multiple ways or chains in an open textuality, eternally unfinished and described as ‘nexus’, ‘net’, ‘web’ ... It is defined as an ideal text where there is no beginning, but there are different ways of access, without defined borders, like in a large network of references.
Christian Vandendorpe, on the other hand, explains that since the expansion of codices, the text is read as visual material with capital and bold letters, marks, etc. And these marks will be transported to all media, changing the relation of the reader with the text: a journal is not read as a book. In the hypertext things can exist which do not exist in traditional books: animated sequences, music, sounds, lights, changing colours. Thus, the reading becomes more visual, more flexible, more dynamic, imitating the way we think (which is not linear but ramified, rhizomatic), and this does away with the ways of traditional knowledge learning.

## Digital art

Digital art is a discipline of the Plastic Arts which includes works in which digital elements are used, during production and display. It needs a digital medium such as a computer, which makes calculus to create an image or a sound . The diversity of artistic works which can be achieved is almost infinite, including films, 2 and 3D animation, sounds, illustrations, painting, virtual reality, photoshop, infographics, collages, etc.
José Luis Martínez Meseguer, in the chapter “New Media/New technologies: art and museums”, asserts that the new technologies change the way art is made: “oil as a painting material, for example, assumed a new technology in comparison with the previous non-greasy pigments, and allowed spectacular technical development” . However, the electronic media have introduced a new register which appears to have completely transformed the artistic picture.

## Net art

Nilo-Manuel Casares Rivas, in “Public Net Art”, comments that this genre was born in 1995, named like this by the Slovenian artist Vuk Cosik, (although there were previous experiences, there was no name to describe them). Casares Rivas assumes that Net Art is the part of the electronic art work made by the html, javascript or flash resources.
# Gene transcriptions/Start sites/Quiz

Transcription start site is a lecture as part of the gene transcription series.
You are free to take this quiz based on the transcription start site at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A1BG may have up to four transcription start sites.
# Gene transcriptions/Sequences/-35s

"The trp promoter does not have a consensus Pribnow box sequence (T-T-A-A-C-T) but it does have a consensus -35 sequence (T-T-G-A-C-A)."
The "degenerate -35 sequence, and the location of the Fis binding site, which forces a suboptimal 16 bp spacing between the -35 and -10 elements, allow only σ$^s$ but not σ$^{70}$ to function at proP (P2).

## Consensus sequences

"Two domains upstream of the start site of transcription have been identified for which a consensus sequence has been formulated (1-5). [One of these domains is] the -35 sequence (5'-T-T-G-A-C-A-3')".

## A1BG sampling

For the Basic programs (starting with SuccessablesM35.bas) written to compare nucleotide sequences with the sequences on either the template strand (-), or coding strand (+), of the DNA, in the negative direction (-), or the positive direction (+), the programs are, are looking for, and found:
* negative strand in the negative direction (from ZSCAN22 to A1BG) is SuccessablesM35--.bas, looking for 3'-TTGACA-5', 2, 3'-TTGACA-5', 477, 3'-TTGACA-5', 4399,
* negative strand in the positive direction (from ZNF497 to A1BG) is SuccessablesM35-+.bas, looking for 3'-TTGACA-5', 0,
* positive strand in the negative direction is SuccessablesM35+-.bas, looking for 3'-TTGACA-5', 0,
* positive strand in the positive direction is SuccessablesM35++.bas, looking for 3'-TTGACA-5', 0,
* complement, negative strand, negative direction is SuccessablesM35c--.bas, looking for 3'-AACTGT-5', 0,
* complement, negative strand, positive direction is SuccessablesM35c-+.bas, looking for 3'-AACTGT-5', 0,
* complement, positive strand, negative direction is SuccessablesM35c+-.bas, looking for 3'-AACTGT-5', 2, 3'-AACTGT-5', 477, 3'-AACTGT-5', 4399,
* complement, positive strand, positive direction is SuccessablesM35c++.bas, looking for 3'-AACTGT-5', 0,
* inverse complement, negative strand, negative direction is SuccessablesM35ci--.bas, looking for 3'-TGTCAA-5', 0,
* inverse complement, negative strand, positive direction is SuccessablesM35ci-+.bas, looking for 3'-TGTCAA-5', 0,
* inverse complement, positive strand, negative direction is SuccessablesM35ci+-.bas, looking for 3'-TGTCAA-5', 0,
* inverse complement, positive strand, positive direction is SuccessablesM35ci++.bas, looking for 3'-TGTCAA-5', 0,
* inverse, negative strand, negative direction, is SuccessablesM35i--.bas, looking for 3'-ACAGTT-5', 0,
* inverse, negative strand, positive direction, is SuccessablesM35i-+.bas, looking for 3'-ACAGTT-5', 0,
* inverse, positive strand, negative direction, is SuccessablesM35i+-.bas, looking for 3'-ACAGTT-5', 0,
* inverse, positive strand, positive direction, is SuccessablesM35i++.bas, looking for 3'-ACAGTT-5', 0.
# Gene transcriptions/Sps/Quiz

The Sps is a lecture as part of the gene transcription series and gene transcription course.
You are free to take this quiz based on the Sps at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Various types of repeating boxes containing cytosine and guanine exist.
# Gene transcriptions/TATA binding proteins/Associated factors/Quiz

TATA binding protein associated factors is a lecture and an article as part of the gene transcription series.
You are free to take this quiz based on the TATA binding protein associated factors at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template.
This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* TAFs are involved in the transcription of A1BG.
# Gene transcriptions/TATA binding proteins/Quiz

TATA binding proteins is a lecture and an article as part of the gene transcription series.
You are free to take this quiz based on TATA binding proteins at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template.
This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A1BG is transcribed independent of TBP.
# Informal learning activities/STg

* [[w:{{{2}}}|{{{1}}}]] ({{{2}}})
This sets up a leading item in Small Things lists, linking to Wikipedia. It is like STa but is used when the hint {{{2}}} is also the actual Wikipedia link, while {{{1}}} to be displayed for the link. This sets up a leading item (note the • in the above) in Small Things lists, with {{{2}}} linking to Wikipedia and giving the hint, with {{{1}}} displaying for the link.  It is like STc but is used when the Wikipedia link {{{2}}} is the same as the hint to be displayed for the link.  Use STh for a similar trailing item, or STa for a leading item when the displayed link is the same as the Wikipedia name.
# Informal learning activities/STb

[[w:{{{1}}}|{{{1}}}]] ({{{2}}})
This sets up a trailing item (note that there is no • in the above) in Small Things lists, with {{{1}}} linking to Wikipedia as well as displaying and {{{2}}} giving the hint.  It is the simpler trailer and relies on Wikipedia's insensitivity to case in the first letter of its page name.  Use STa for a similar leading item, or STd for a trailing item when the displayed link is not the same as the Wikipedia name.
# Informal learning activities/STd

[[w:{{{1}}}|{{{2}}}]] ({{{3}}})
This sets up a trailing item (note that there is no • in the above) in Small Things lists, with {{{1}}} linking to Wikipedia, {{{2}}} displaying for the link, and {{{3}}} giving the hint.  It is like STb but is used when the Wikipedia link {{{1}}} is not the the same as the text {{{2}}} to be displayed for the link.  Use STc for a similar leading item, or STb for a trailing item when the displayed link is the same as the Wikipedia name.
# Informal learning activities/STh

[[w:{{{2}}}|{{{1}}}]] ({{{2}}})
This sets up a trailing item in Small Things lists, linking to Wikipedia. It is like STb but is used when the hint {{{2}}} is also the Wikipedia link, while {{{1}}} to be displayed for the link. This sets up a trailing item (note there is no • in the above) in Small Things lists, with {{{2}}} linking to Wikipedia and giving the hint, with {{{1}}} displaying for the link.  It is like STd but is used when the Wikipedia link {{{2}}} is the same as the hint to be displayed for the link.  Use STg for a similar leading item, or STb for a trailing item when the displayed link is the same as the Wikipedia name.
# Informal learning activities/STM

* [[wikt:{{{1}}}|{{{2}}}]] ({{{3}}})
This template is simply an almost identical version of STm that must be used when the item immediately follows a heading so that the otherwise excessive blank space is reduced.
# Informal learning activities/STZ

This template is not being used.
# Informal learning activities/STa

* [[w:{{{1}}}|{{{1}}}]] ({{{2}}})
This sets up a leading item (note the • above) in Small Things lists, linking to Wikipedia as well as displaying and {{{2}}} giving the hint.  It is the simpler leader and relies on Wikipedia's insensitivity to case in the first letter of its page name.  Use STb for a similar trailing item, or STc for a leading item when the displayed text is not the same as the Wikipedia name.
N.B. Use STA when the item immediately follows a heading. This reduces the otherwise rather large preceding blank space.
# Informal learning activities/STe

* [[w:{{{1}}} ({{{2}}})|{{{1}}}]] ({{{3}}})
This sets up a leading item in Small Things lists, linking to Wikipedia. It is like STa but is used when the Wikipedia display {{{1}}} needs a ({{{2}}}) for the link. This sets up a leading item (note the • in the above) in Small Things lists, with {{{1}}} ({{{2}}}) linking to Wikipedia, {{{1}}} displaying for the link, and {{{3}}} giving the hint.  It is like STa but is used when the Wikipedia link needs the suffix ({{{2}}}) added to the {{{1}}} to be displayed for the link.  Use STf for a similar trailing item, or STa for a leading item when the displayed link is the main part of the Wikipedia name.
# Informal learning activities/STc

* [[w:{{{1}}}|{{{2}}}]] ({{{3}}})
This sets up a leading item in Small Things lists, linking to Wikipedia. It is like STa but is used when the Wikipedia link {{{1}}} is not the the same as the text {{{2}}} to be displayed for the link. This sets up a leading item (note the • in the above) in Small Things lists, with {{{1}}} linking to Wikipedia, {{{2}}} displaying for the link, and {{{3}}} giving the hint.  It is like STa but is used when the Wikipedia link {{{1}}} is not the the same as the text {{{2}}} to be displayed for the link.  Use STd for a similar trailing item, or STa for a leading item when the displayed link is the same as the Wikipedia name.
N.B. Use STC instead when the item follows a heading so as to reduce the excessive blank space.