OpenLLM-France/wikimedia huggingface dataset:
# EuroLex/F/Alley

* Original language: French
* Original form and meaning: allée - 1. avenue, parkway (AmE)
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | ... | ... | '...' | '...' | ... |
| Dutch | ... | ... | '...' | '...' | ... |
| English | alley | 14c | '1. a narrow street or passageway between or behind city buildings 2. a path between flower beds or trees in a garden or park 3. Sports: a. a straight narrow course or track, especially a bowling alley; b. either of the parallel lanes at the sides of a tennis court, which widen the inbounds area for doubles play' | '...' | http://www.etymonline.com |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | Allee | ... | 'meaning 1' | '...' | ... |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | ... | ... | '...' | '...' | ... |
| Latvian | aleja | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | ... | ... | '...' | '...' | ... |
| Swedish | allé | ... | 'meaning 1' | '...' | ... |

### Annotations

Etymology:
from O.Fr. alée, from alé, fem. pp. of aler "to go," which ultimately may be a contraction of L. ambulare "to walk," or a back-formation from L. allatus "having been brought to".
Source: http://www.etymonline.com/
ME al(e)y < MF alee walk, passage, deriv. of fem. of ale, ptp. of aler to walk (F aller), prob. < VL *allārī, regularized from allātus, the suppletive ptp. of afferre to bring (pass. afferrī to be moved, conveyed, to betake oneself); F aller often allegedly < L ambulāre to walk, but this offers grave phonetic problems, since the m and b would not normally be lost.
Source: http://dictionary.reference.com/

### Information on Other Languages

Danish: gyde, smøge, stræde
Dutch: steeg, pad
French: ruelle
German: Gasse
Italian: vicolo
Portugese: beco, rua estreita
Spanish: callejón, callejuela, pasadizo
=> Please check the article on Avenue (EuroLex)
# EuroLex/F/Au fait

* Original language: French
* Original form and meaning: au fait - 1. to the point, relevant, adv. by the way
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | ... | ... | '...' | '...' | ... |
| Dutch | ... | ... | '...' | '...' | ... |
| English | usually: to be au fait with something | 18c | 'to be well informed about or familiar with sth.' | '...' | http://www.allwords.com |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | au fait; au fait sein | ... | 'to be well informed about or familiar with sth.' | '...' | ... |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | ... | ... | '...' | '...' | ... |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | ... | ... | '...' | '...' | ... |
| Swedish | ... | ... | '...' | '...' | ... |

### Annotations

Etymology: fait is from Latin factum
Source: http://www.answers.com
# EuroLex/F/Alert

* Original language: French
* Original form and meaning: à l'herte 'observant, wary, wakeful'
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | ... | ... | '...' | '...' | ... |
| Dutch | ... | ... | '...' | '...' | ... |
| English | alert | 16th c. | 1. 'on the watch, on the look-out, watchful, vigilant, wide-awake', 2. 'quick in attention and motion, lively, brisk, active, nimble', 3. 'the call to 'look out' for an attack, an alarm, hence, that which amounts to such a call, a 'waking up', a sudden attack or surprise' (milit.), 4. ' a signal given by means of a siren or hooter to indicate that an air attack is eminent, an air-raid attack or warning, also: the state of preparedness so produced to the period during which this alarm is in effect' | '...' | ... |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | alert | End of 17th c. | 1. 'brisk, awake' (dial.), 2. 'happy, sprightly' (dial.), 3. 'call in a children's game' (dial.), 4. 'lively' (dial.), 5. 'merry, glad' (dial.) | '...' | Birken-Silvermann 2003: 129 |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | |
| Italian | all'erta | ... | Military context | '...' | Birken-Silvermann 2003: 129 |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | ... | ... | '...' | '...' | ... |
| Swedish | ... | ... | '...' | '...' | ... |
# EuroLex/F/Au naturel

* Original language: French
* Original form and meaning: au naturel - in the natural state
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | ... | ... | '...' | '...' | ... |
| Dutch | ... | ... | '...' | '...' | ... |
| English | au naturel | 1817 | 'meaning 1; and also: cooked plainly; uncooked; naked, nude' | 'originally meaning uncooked, but later used euphemistically for undressed' | http://www.etymonline.com |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | au naturel | ... | 'meaning 1; and also (for food): without artificial additives' | '...' | ... |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | ... | ... | '...' | '...' | ... |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | ... | ... | '...' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | ... | ... | '...' | '...' | ... |
| Swedish | ... | ... | '...' | '...' | ... |
# Federal Writers' Project – Life Histories/2021/Spring/105/Section 60
## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2021/Spring/105/Section 60/
Use the following to create a new life history subpage:
# Learning Activities (Assignments)
### Wikiedu: Exercises
### Wikiversity: Conversation Journals

These pages will be created as sub-pages to Digital Media and Information in Society/studentjournals/

### Portfolio

Create a portfolio of materials produced during this class, including:
* Concise report that reflects the ability to generate ideas, research, and refine writing using ChatGPT and digital libraries
* Five or more annotated examples of Wikipedia edits, showing understanding of Wikipedia's structure, dynamics, rules, ethical guidelines, and citation practices, including annotated examples referencing pages from the Wikiedu site showing specific individual contributions to Wikipedia, with additional commentary noting how these contributions demonstrate ability to assess quality and improve articles according to Wikipedia's editorial standards
* Five or more reflective pieces (video, audio, writing, artwork, graphics, or comics) that address the application of theoretical frameworks, use of research tools, and engagement with Wikipedia
# Overview of the Wikiversity Project

An important question: do references get inherited in transcluded sections?

## Three components: Wikiversity, Wikiedu, Tiddlywiki
### Wikiversity

Developing a syllabus for COM 216, Digital Media & Information in Society, a for-credit course to be offered at SUNY Polytechnic Institute during the Fall 2023 semester. Incorporate "lectures" and student responses to the lectures as subpages to the wikiversity project. The initial project will be the basic framework, and the completed project will include short pages developed by students (about one per week per student x 50 students...)?

### Wikiedu

Use Wikiversity syllabus to support participation by enrolled students in a wikiedu.org project that provides the background, training and support for students to revise and create Wikipedia pages related to the course topics, or to any topics that are of interest to the students.

### Tiddlywiki

Use a wiki written in Tiddlywiki to develop content to be imported into Wikiversity site.

## Catalog Course Description

“ An introduction to the impact of mass and digital media on American society. Through study of communication theory and a comparison of broadcast to digital media, and creation of original digital media projects, students will explore the relevance of the emerging information technologies within various disciplines and their own lives. Meets General Education Humanities requirement. ” Wikiversity components Course Materials "Lectures" introducing the course topic of the day/week "Reflections" from students Syllabus

## Syllabus Sections
### Learning Philosophy

A description of the learning environment that suggests an engaging and robust space that is appropriate for first year, first semester students majoring in Interactive Media & Game Design, Communications + Media Design or other majors. Learning goals (Broad statements describing overall desired learning outcomes ), objectives (Specific statements outlining what learners should achieve ) and outcomes: Measurable results reflecting learnerns knowledge or skills acquired )

### Learning Activities and Assignments

* Activities in which students engage, and assignments which students complete, to generate outcomes that meet objectives and satisfy goals.
* Learning Resources: Platforms containing resources for students and providing opportunities to complete activities
* Class Schedule - A day-by-day schedule of learning activities
Student Wikipedia Journals
Students will have the opportunity to create journal pages chronicling their experience in this class, and offering critical reflections of wikipedia.
* ↑ "Transclusion - MediaWiki". www.mediawiki.org. Retrieved 2023-07-26.
# Digital Media and Information in Society/Discussions/8-Radio Television

Using one of the 8 theoretical frameworks introduced in Digital Media and Information in Society/Discussions/7-Applying Theoretical Frameworks, work with ChatGPT to generate three questions that scholars might address concerning the emergence of television in the United States in the 1950s, 1960s and 1970s. Select the most interesting question generated, and work with ChatGPT to generate an answer to that question. Summarize (25 words or so) the most interesting component of that answer. Create a journal sub-page with your summary, a link to your ChatGPT conversation, and a brief (25-50 words) reflection on the utility of using generative AI as a tool to discover knowledge. Add two categories to your sub-page:
# Digital Media and Information in Society/List of Workshops
## Workshops

* 1-Introduction to Brightspace, Wikipedia & Wikiversity
* 2-Wikiversity and Wikipedia Pages and Magic Words
* 3-Exploring Natural Language Models: Asking Questions About ChatGPT
# Digital Media and Information in Society/How To

So in our example
We will get this:

##### Tertiary orality

has potential to change some forms of consciousness, through big data and personalization, hyperconnectivity, virtual reality and augmented reality. Augmented reality does feel like a different way of thinking, at least on the surface. https://chat.openai.com/share/5b0dcf68-39f9-4de0-9602-370cc9e31786 Stevesuny (discuss • contribs)
# Wikiedu assignments

| 6/6 exercises completed | 12/12 training modules completed |
* Signed up for the course on Wikiversity
* Created my student Journal on Wikiversity

# ChatGPT conversations

* How to get an A+ in COM 216
* What is the biggest influence of media on the internet and will it evolved or replaced
* How to run a successful YouTube channel
* The future of YouTube as a platform
* The pros and cons of early literacy
* Toys that Beyblades have influenced
* Adult's digital literacy

# Office Hours

* Talked with Mr. Schnider at least three times with Ayden after class
* Once after class on Nov. 8 about what classes I should take
* Once late October to remind have about class attendance quizzes
* Had a 1 on 1 meeting for November 14th

# Class Attendance

* Attended class 25 times

# Wikipedia Project

* Created my final project in my wiki sandbox
* Did a project about Future Developments of Beyblade Toys with Augmented and Virtual Reality

# Wikipedia Critique

My experience with Wikipedia was alright but don't believe I will be using it much often. I've obtained a habit of stay away from Wikipedia and was taught that I won't be able to use it was a source for future papers. Putting that aside I believe its a great way to share information about a topic you feel passionately about.

# ChatGPT Critique

Chat GPT was really helpful once I learned to used it to get exactly what I wanted. At times it's better than use google to find answers to some problems since It give me the ablity to ask follow up questions.
# Helping Give Away Psychological Science/1022 Mingenda and tools

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~

## Mingenda and tools

Here are all the tools you need to work through and edit the SOPs! It's important to know that not all these tools need to be used, but you may find them helpful in organization.
* Mingenda: This is for any meetings you choose to have with your group. Add in any big changes here and any ideas you have for the future!
* Table of Contents: This is an overall rundown of all the SOPs noting which SOPs need to be reviewed or edited. Keep this for accountability purposes, that way it's easy to track whose editing which SOP.
* Old SOP Drive: Old SOP drive holding all the old resources we had.
* New SOP Drive: New SOP drive holding our new resources! If any new resources are created, please add them here!

### To-do list

* To-do list: Here's a to-do list that can be used to write down any tasks that need to be done. Can also be used for accountability.
# Helping Give Away Psychological Science/1502:Campaign Google Ad Words

1502: Campaign Google Ad Words
# Helping Give Away Psychological Science/1749:Competitive Landscape for Assessment Center

1749: Creating a Competitive Landscape for the HGAPS Assessment Center
# Helping Give Away Psychological Science/1975:Mental Health Resources Innovation Tournament
## Links

* HGAPS' Mental Health Resources on Weebly
* 1975 OSF Project
# Eventmath/Impact

| Welcome | Lesson plans | Contributing | Tasks | Impact | Participants | Discussion |
This page will have information about the overall impact of the project. This can include academic research and other writing/references about the importance of quantitative literacy, in general. This might also include information and links about how Eventmath in particular has led to positive outcomes. And it may offer some guidance, in the long run, for education scholars looking to do academic research about the contents of this project and its outcomes.
# Eventmath/Lesson plan endorsement instructions
## How to add your endorsement!

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# Eventmath

| Welcome | Lesson plans | Contributing | Tasks | Impact | Participants | Discussion |

## Math lesson plans based on current events
### Welcome to Eventmath!

Wouldn’t it be great if students could wield math as a tool for understanding their world? To make this a reality, Eventmath pairs news articles and social media posts with math lesson plans. It's a living repository, where anyone can
* discover and edit Lesson plans,
* share ideas and get feedback by Contributing lesson plans, and
* help make Eventmath a world-class resource by completing Tasks.
This is a new project and is under development. If you're curious to learn more, you can read our successful grant proposal.

### Get involved

There are two great ways to get involved right now! You can
* join the Eventmath mailing list to find out about future workshop dates, major wiki updates, and other exciting news
* endorse or improve an example lesson plan:
** Dimensional analysis, shipping, and an impossible weight limit
** Proportions and voting power under the Electoral College
** Comparing streaming service pay rates to artists

### Eventmath news

* The summer and fall Eventmath meetups have now concluded. Updates on outcomes of these events are coming soon!
* An Invitation to Eventmath published by Canadian Mathematical Society!
* Want to teach quantitative literacy based on Eventmath lesson plans? Our draft QL curriculum is open for discussion!

### Planned content

* Project purpose: brief explanation of the problem addressed by Eventmath and the solution it provides
* Featured lesson plan: prominent recognition of high-quality lesson plans to encourage users to create the best possible content
* Intro video: welcome message to introduce visitors to the site and the project goals
* Eventmath news: ongoing list of news, updates, and other current info (meetups, media coverage, etc.)
* Testimonials: featured quotes, links, and other info about Eventmath being used in classrooms
# Eventmath/Lesson plans/Analyzing a scatter plot of COVID-19 death rates of blue vs red states

* Please help develop this lesson plan!
* This lesson plan is currently in draft status.
* Since this is a wiki page, anyone can help make it better! If you don't know how, check out the Editing FAQ.
* If you like, you can check out more Eventmath lesson plans.

## Activities

* Teacher asks students to read the source article in class.
* Teacher asks students to document their thoughts about the article in a Google Form: "What do you notice? What do you wonder?".
* Teacher asks students to work in groups of 3 to (i) verify at least two data sources referenced in the article and (ii) identify one additional data source not referenced in the article that may support or refute the conclusion drawn by the author.

## Assignments

You're welcome to suggest exercises, activities, assignments, or projects based on the material of this lesson.

## Resources

(Include these sections at your discretion, keeping in mind that you and others can always edit and add more to these sections later.)

### Background

You're welcome to share links to openly-accessible content (e.g. from Khan Academy, YouTube, Wikiversity, etc.) about domain knowledge or math skills students should have. Likewise, you may wish to include contextual information for the instructor.

### Explorations

You're welcome to share references for additional learning and exploration, such as links to other articles, videos, spreadsheets, or computer code. When an open-access substitute is unavailable, links to paywalled sites are acceptable in this section.

## Feedback

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Just click Endorse below to open up an editor and type your comments. When you're ready, they'll appear at the bottom of this section to help other educators looking for good lesson plans.
(Alternatively, if you see a way to improve this lesson plan, be bold and make an edit! You're also welcome to discuss the lesson plan or provide constructive feedback on its Discussion page.)
# Eventmath/Lesson plan creation instructions
## It's time to start an Eventmath lesson plan!

If you ​reached this page after clicking "Create lesson plan" on Eventmath's Contributing tab, here's what you'll do next.

### How to publish

* Read the brief CONTRIBUTOR INSTRUCTIONS in the prefilled editor below, and then type in the lesson plan!
* Preview your changes at any time, by clicking the "Preview" button at the bottom.
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### After you publish

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