OpenLLM-France/wikimedia huggingface dataset:
# Esperanto/Shapes

| root | Akadamio de Esperanto | -o (noun) | -a (adjective) | -i (verb) | -e (adverb) | mal- (opposite) | chef- (main) | ek- (start) | eks (end) | re- (cyclic) | dis- (distributive) | pra- (ancient) | comments |
| ark | arch/bow | arc | arched | bow | w: | w: | w: | w: | w: | w: | w: | w: | |
| sag | arrow | arrow | w: | point | w: | w: | w: | w: | w: | w: | w: | w: | |
| fleks | bend | bend | w: | bend | w: | w: | w: | w: | w: | w: | w: | w: | |
| bulb | bulb | bulb | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | dupe:bulb |
| tuber | bulb | bulb | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | dupe:bulb |
| konus | cone | cone | conical | conefy | conically | w: | w: | w: | w: | w: | w: | w: | |
| kupol | cupola/dome | dome | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
| rand | edge | edge | boundary | edge | w: | w: | w: | w: | w: | w: | w: | w: | |
| glob | globe | globe | global | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
| tru | hole | hole | w: | pierce | w: | w: | w: | w: | w: | w: | w: | w: | |
| hok | hook | hook | w: | hook | w: | w: | w: | w: | w: | w: | w: | w: | |
| bant | loop | loop | w: | loop | w: | w: | w: | w: | w: | w: | w: | w: | |
| ruband | ribbon | ribbon | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
| rond | round/circle | circle | round | circle | w: | w: | w: | w: | w: | w: | w: | w: | dupecirkel |
| flank | side | side | collateral | flank | collaterally | w: | w: | w: | w: | w: | w: | w: | |
| risort | spring | spring | w: | spring | w: | w: | w: | w: | w: | w: | w: | w: | |
| ond | wave | wave | w: | wave | w: | w: | w: | w: | w: | w: | w: | w: | |
| plekt | weave/plait | braid | w: | braid | w: | w: | w: | w: | w: | w: | w: | w: | |
| rad | wheel | wheel | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
| zenit | zenith | zenith | w: | w: | w: | w: | w: | w: | w: | w: | w: | w: | |
# Esperanto/Lesson 9

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## Advanced derivation

We have seen in lesson 4 that new words can be derived by changing the ending of a word and that words can be put together in a compound word. In lesson 6 we have seen that compounds can also be created by tacking on a preposition to a word. Here we will learn yet another way of deriving new words.
Words can also be derived by tacking on a part-of-speech ending or even a suffix to an entire phrase, usually to construction like "en la domo" or "sur la tablo". This is, however, not limited to those: Occasionally entire sentences are even used, such as "Kiel vi fartas?". When this is done, any article in the phrase is normally dropped. Usually, the part-of-speech endings are dropped from words in the middle of the phrase, unless this sounds awkward or would be unclear. The endings of ordinal numbers and possessive pronouns are never dropped. Examples are:
Examples :
| Base phrase | Meaning | Derived word | Meaning |
| en la domo | in the house | endome | in the house |
| sur la tablo | on the table | surtabla | '... that is on the table' |
| multaj flankoj | many sides | multflanke | on many sides |
| kvar anguloj | four angles | kvarangulo by tacking on -o | tetragon, quadrilateral |
| du sencoj | two meanings | dusenca | ambiguous (with two possibilities) |
| pluraj sencoj | multiple meanings | plursenca | ambiguous (with multiple possibilities) |
| pluraj lingvoj | multiple languages | plurlingva | multilingual |
| la kapo al la tero | the head to the ground | kapaltere | (done) with the head to the ground |
| sama lando | same country | samlandano | compatriot |
| alia mondo | different world | alimondulo | someone from another world (figuratively) |
| Kiel vi fartas? | How are you? | kielvifartasulo | someone who doesn't get passed saying basic phrases in Esperanto |
| duba senco | dubious meaning | dubasenca | with a dubious meaning |
| magra kvalito | low (meager) quality | magrakvalite | of a meager quality |
| povi pagi | (to) can pay | pagipova note that order of the words has to be changed here | able to pay |
| mia opinio | my opinion | miaopinie | in my opinion |
| via hejmo | your home | viahejme | at your home/place |
| unua rango | first rank/grade | unuaranga | first-grade |
| dua klaso | second class | duaklase | in second class |
The new word may then also get affixes tacked on to it:
Examples :
| Base phrase | Derived word | Meaning |
| dubasenca | dubasencaĵo | something dubious |
| surseĝa | surseĝulo | someone sitting on a chair |
| dulingva | dulingveco | bilingualism |
Occasionally, part-of-speech ending are also added to verbs in the imperative (-u).
Examples :
| Base phrase | Derived word | Meaning |
| vivu! | vivui | to call 'live!', to acclaim, to applaud |
| savu! | savuo | a call for rescue |
| helpu! | helpui | to call for help |

## Exercises

Previous lesson — Main page — Next lesson
# Esperanto/Locations

Komuneco aims to link learning communities in differing locations. An important part of Komuneco's work is to share data about the different locations so that practical knowledge about what is effective in one location can be adapted by a community in another location. An essential part of this is to understand the local environment, which will have factors across a range of issues. Some of these have already been identified, others may still be emergent.
# Geography/Worksheet

The geography worksheet includes questions that cannot be answered with one-word answers, opening to the door to more complex questions about the Earth's geography. Do the answers on notebook paper, or any other tool for typing or writing that is best for you. The main point is that blanks for answering questions are currently not included on this online worksheet itself.
To print (desktop): look at the menu on the left side of this webpage and scroll down to the bottom where you should see an option that allows you to print this document.

## The Americas

Questions about the Americas, based upon Geography/the Americas. If you want to treat this worksheet like a quiz, don't go back to the source, but if you want to use the worksheet to reinforce your skills, by all means use the original.
* Explain, topographically, the structure of the Sierra Nevada Range in the western United States.
* Name/describe some of the geographical features along the eastern coast of North America. (Include bodies of water.)
* Explain the route that many rivers take, starting from their source in the Sierra Nevada and ending with drainage into the Pacific Ocean.
* Give some general information about the topography of South America.

## Eurasia

Questions about Eurasia, based upon Geography/Eurasia. If you want to treat this worksheet like a quiz, don't go back to the source, but if you want to use the worksheet to reinforce your skills, by all means use the original.
* Describe some geographical features of Europe.
* List some of the countries of the Far East. What are some important geographical features in this region?

## Africa

Questions about Africa, based upon Geography/Africa. If you want to treat this worksheet like a quiz, don't go back to the source, but if you want to use the worksheet to reinforce your skills, by all means use the original.
* Describe the route of the Nile River, starting with its origins and finishing with the Nile Delta.
* In which parts of Africa are there mountain ranges?

## Oceania

Questions about Oceania, based upon Geography/Oceania. If you want to treat this worksheet like a quiz, don't go back to the source, but if you want to use the worksheet to reinforce your skills, by all means use the original.
* Describe the geography of Australia.
* Give a few facts about places in Oceania.

## Antarctica

Questions about Antarctica, based upon Geography/Antarctica. If you want to treat this worksheet like a quiz, don't go back to the source, but if you want to use the worksheet to reinforce your skills, by all means use the original.
* Give a short description of the geography, including the layout of the ice sheet, of Antarctica.
# Geology/Courses

The objective of the various pathways, or courses, is to provide students with the fundamental descriptions that constitute the field and science of geology. At the end of their choices of paths, the course, a student should have a well-rounded knowledge of rocks, minerals, and observational and theoretical geology, each as they apply to the occurrences of rocks on and within the Earth.
These courses are built upon the ongoing research performed by geologists around the world and in the not so empty space above the Earth's atmosphere.

## Prerequisites

Although a working knowledge of calculus and physics is beneficial, most concepts presented require only an understanding of algebra. Additional learning resources are also provided through the course to increase a student's background knowledge.

## Completion levels

Each learning resource is dynamic. Some lectures change and expand maximizing at just over 100 kB. Others may be lists of resources.

## Lectures

* Category:Chemicals/Lectures
* Category:Crystallography/Lectures
* Category:Earth sciences/Lectures
* Category:Forms/Lectures
* Category:Geochronology/Lectures
* Category:Geography/Lectures
* Category:Geology/Lectures
* Category:Geophysics/Lectures
* Category:Historical geology/Lectures
* Category:Meteorology/Lectures
* Category:Minerals/Lectures
* Category:Paleontology/Lectures
* Category:Radiation/Lectures
* Category:Rocks/Lectures
* Category:Sediments/Lectures
* Category:Structures/Lectures
* Category:Vibrations/Lectures
* Category:Volcanoes/Lectures

## Lessons

* Category:Earthquakes
* Category:Earth sciences/Lessons
* Category:Geology/Lessons
* Category:Meteorology/Lessons
* Category:Structures/Lessons
* Category:Volcanoes/Lessons

## Laboratories

* Chemicals laboratories
* Crystallography laboratories
* Geology laboratories
* Geophysics laboratories
* Minerals laboratories
* Rocks laboratories
* Structures laboratories

## Problems

* Crystallography problems
* Geology problems
* Geophysics problems

## Quizzes

* Category:Chemicals quizzes
* Category:Crystallography quizzes
* Category:Earth sciences quizzes
* Category:Forms quizzes
* Category:Geochronology quizzes
* Category:Geography quizzes
* Category:Geology quizzes
* Category:Geophysics quizzes
* Category:Historical geology quizzes
* Category:Meteorology quizzes
* Category:Minerals quizzes
* Category:Paleontology quizzes
* Category:Radiation quizzes
* Category:Rocks quizzes
* Category:Sediments quizzes
* Category:Structures quizzes
* Category:Vibrations quizzes
* Category:Volcanoes quizzes
# Geology/Quiz

Geology is a core lecture from the school of geology.
You are free to take this quiz based on geology 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 {{geology resources}} 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

* The history of the Earth is in its rocks.
# Geography/South America, Africa, Oceania, and Antarctica

This learning resource has been split into multiple learning resources.
* South America can be found at Geography/the Americas.
* Africa can be found at Geography/Africa.
* Oceania can be found at Geography/Oceania.
* Antarctica can be found at Geography/Antarctica.
# Geography/South America quiz

If you pass the quiz, continue the course at Geography/Eurasia.
# Internet abuse
## Internet abuse

This learning resource addresses the internet abuse due to extended use of media during COVID-19

## Learning Modules

* Risk factors internet addiction

## Page Information

You can display this page as Wiki2Reveal slides

### Wiki2Reveal

The Wiki2Reveal slides were created for the Public Health' and the Link for the Wiki2Reveal Slides was created with the link generator.
* This page is designed as a PanDocElectron-SLIDE document type.
* Source: Wikiversity https://en.wikiversity.org/wiki/Internet%20abuse
* see Wiki2Reveal for the functionality of Wiki2Reveal.
# Internet Publication

The Internet has revolutionized the way information flows in society. This course focuses on exploring the evolution of the Internet and how its structure democratizes the sources of knowledge. This is an attempt to fuse media theory, computer programming, and political science into a synthesis exploring the potential of the Internet and other technologies to make our public life more participatory, egalitarian, and liberated.

## Projects

* MediaWiki Project - guides participants from introductory HTML to developing MediaWiki features for the Wikiversity community.
* Topic:MediaWiki - department of the School of Engineering and Technology for understanding and using MediaWiki software.
* Wiki - learning project devoted to learning how to use wiki technology to facilitate online learning.
* Free online peer reviewed journals - directory of Free online peer reviewed journals
* Bibliography and Research Methods - find out how to properly obtain sources for Wikiversity to properly and successfully conduct research
* Wikiversity:Publishing original research

## Readings

* Open Source
* Wiki Science

## Links

* Freenet
* Electronic Frontier Foundation
# Internet Protocol Analysis/Transport Layer/Terms Flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
    Log in to hide the Clear the cache of this page? message before each new flashcard.
* Transport Layer Terms
* A parameter of the TCP protocol that specifies the largest amount of data that a computer or communications device can receive in a single TCP segment is _____. maximum segment size (MSS)
* Next Card
# Internet abuse/Risk factors
## Introduction

This page about Internet abuse/Risk factors can be displayed as Wiki2Reveal slides. Single sections are regarded as slides and modifications on the slides will immediately affect the content of the slides.

## Objective

This learning resource about Internet abuse addresses the following aspects:
* 24/7 Connectivity
* Social and Peer Influence
* Psychological Factors
* Technological Advancements
* Mental Health and Emotional Vulnerability

## Accessibility and Availability

Ubiquitous Access: Easy access to the internet via smartphones, tablets, and computers makes it highly available to adolescents, leading to frequent and prolonged usage.

### 24/7 Connectivity

The internet's constant availability allows adolescents to engage in online activities at any time, potentially leading to excessive use.

### Social and Peer Influence

* Peer Pressure: Adolescents may feel pressure to be constantly connected and engage in online activities to fit in or keep up with peers who heavily use social media and other online platforms.
* Social Acceptance: The desire for social acceptance and validation through online interactions can lead to excessive use of social media platforms.

### Psychological Factors

* Escapism and Coping Mechanism: Adolescents experiencing stress, anxiety, or other emotional challenges might turn to the internet as a form of escape or a way to cope with their emotions.
* Instant Gratification: The instant gratification provided by online activities, such as likes, comments, or rewards in games, can reinforce addictive behaviors.

### Technological Advancements

* Engaging Content: Interactive and engaging content, such as online games, social media, and streaming platforms, are designed to capture and retain users' attention, potentially leading to addictive usage patterns.
* Personalization and Algorithms: Algorithms that personalize content based on user preferences can encourage prolonged engagement, keeping adolescents hooked to online platforms.

### Mental Health and Emotional Vulnerability

* Underlying Mental Health Conditions: Adolescents experiencing anxiety, depression, loneliness, or low self-esteem may turn to the internet for solace, forming an addictive reliance on online interactions.
* Lack of Offline Coping Skills: Insufficient coping mechanisms for dealing with stressors in real life can lead adolescents to seek comfort and distraction through excessive online engagement.

## Target Group

The target group for Internet abuse/Risk factors of the learning resource is
The target groups for Internet abuse/Risk factors of the learning resource are:
* Bachelor/Master students with the subsect

## Learning Tasks / Activities

* Look at the risk and response cycle for Risk Management and identify the intervention to measure risk factors and assign an appropriate risk mitigation strategy to that risk.
* Identify challenges and requirements for your risk management workflow to be implemented in a specific community.
# Internet and Project Competence/description

Course Description :
| to put it into a nutshell... The course „Internet- and Project-Competence“ has been designed to bring students to carry out real projects and to develop their communication-skills in order to enhance the flow of information between young people world wide. Within one semester, the students will create an online community with international partners and search for information carry out their projects (often combined with an excursion) present the results of their projects on a website Objectives The main objective of IPC is to make students carry out projects collectively and to communicate with each other in order to produce knowledge. This meta-objective can be split up into the following items: Capacity for teamwork Capacity to resolve conflicts Patience and perseverance Planning skills Communicative competence Initiative Web 2.0 literacy | Course outline Phase 1 Choice of a topic/country and formation of an online community Drafting a thesis, developing a research design (questionnaires, interviews) Preparation of the excursion/investigation Phase 2 Students carry out projects, prove/disprove the validity of their thesis, upload of the results in a self-created website, and present their website to the public. Certificate Having passed the module, students may obtain the “IPC Certificate“, which assesses students‘ internet- and project competences (such as capacity for teamwork, communicative competence etc.) |
# Internet Protocol Analysis/Transport Layer/Lesson Flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
    Log in to hide the Clear the cache of this page? message before each new flashcard.
* Transport Layer Lesson
* TCP achieves reliable transmission by using _____. TCP achieves reliable transmission by using a sequence number to account for each byte of data.
* Next Card
# Fire and emergency management/Fire Fighter
## Fire Fighter

* Fire Fighter I
* Fire Fighter II
* Foam Operations
* Ground Ladders
* Portable Fire Extinguishers
* Various Fire Fighter Photos from Around the World
* Various Fire Station Photos from Around the World
# Fire and emergency management/Emergency Vehicle Operators Course (Ambulance)

About the Open Source Learning Project
Instructor Guide
Participant Manual
# Fire and emergency management/Employment Opportunity Process

< Current_Research_Projects Fire Officer III: Project Two
Subject: Development of Criteria for hiring new fire department personnel.
Applications for employment are accepted only during announced periods of time and must be submitted to the City of Hemphill Human Resources Department located at 326 Lansing Street room 113, Hemphill, La. 76036. To receive an application, you may contact Human Resources at (407)555-6157 or visit the cities website at City of Hemphill.
Application Considerations:
·Please provide all requested information on the application. Incomplete applications may have a bearing on considerations of eligibility ·Supplemental information (e.g., resumes, cover letters) may be provided ·The City of Hemphill reserves the option to use random sampling in the case of an over abundance of applicants ·Interviews are by invitation only ·Job offers are contingent upon meeting the position requirements and the providing of eligibility to legally work in the United States
The following criteria must be met in order to be eligible for employment with the Hemphill Fire Department:
·Age requirement: Applicants must be at least 18 years of age or older at the time of application ·Education requirement: Applicants must have a High School Diploma or have passed an equivalency test (G.E.D.) ·License: Applicants must possess a valid state of Louisiana Driver’s License at the time of appointment. ·EMT Certification; Applicants must obtain a Louisiana State Emergency Medical Technician Certification in order to be hired ·Non-Smoker: Applicant must be a non-smoker/tobacco user within the last two years
Scope of Examination:
· Applicants must pass all portions of the selection process, which includes the following:
o Written examination o Physical Abilities Test (PAT) pass/fail o Oral examination o Background check including: Driving record, Criminal history, Credit history oPhysical Exam
Note: The candidate physical ability test will be administered by the Hemphill Fire Department; only the top 25% of those candidates who pass the written exam will move on to the (PAT).
Examination Process:
·Candidates who pass all portions of the exam will be placed on an eligible list according to their performance on the written, physical, and oral exams; (including veteran’s preference). Notices will be sent to the candidates informing them of their final score and ranking on the eligible list. Each applicant will be notified by mail of the written examination dates.
The Hemphill Fire Department is an equal opportunity employer and encourages all, who are interested in a career in firefighting, to apply.
Notes:
·All candidates will be required to present photo identification at each phase of the examination process (driver’s license, military identification, etc). ·After appointment to a permanent position, the employee must serve a probationary period during which the employee must demonstrate the ability to perform the work assigned to the position.
# Fire and emergency management/Airport rescue fire fighting
## Airport Rescue Fire Fighter

* Airport Rescue Fire Fighter
* ARFF Driver Operator
* P-18 Training
* P-19 Training
# Fire and emergency management/Driver - Operator

< Wikiversity:School_of_Fire_and_Emergency_Management

## Driver Operator

* Aerial Apparatus Driver Operator
* Emergency Vehicle Operators Course (Ambulance)
* General Drivers Training (Presentation Only)
* Pumping Apparatus Driver Operator
* Various Fire Engines from Around the World