recursal/Fanatic-Fandom huggingface dataset:
The Fork Game

### Time

If you just do the worksheet it can be 10-15 minutes but if you play the game it can be a whole class or club period

### Textbook

*None*

Feel free to use, modify, and upload your own lessons!
<createbox>
default=Lesson Name
buttonlabel=Create a Lesson
width=35
preload=Template:Lesson\_Plan
bgcolor=#FFFFFF
</createbox>

## Description

The Fork Game's main goal is to work on pronunciation and listening to words that sound similar to the student (ex. love and rub). This is a game I use for club and the kids always have fun with it.

## Materials

* Fork Game: Word List

File:The Fork Game.docx

* The Fork Game Power Point (can use one attached or make your own)File:The Fork Game!.pptx
* Forks! (You can use these or just have students use their hands)

## Procedure

1. Pass out The Fork Game Word List to the students
2. Go over the pronunciation of every word on the list. Be sure to stop and take time to explain the position of your tongue or draw it on the board. This helps a lot. Also ask students if there are words they do not know and explain them.
3. I then go through the list and say one of each of the words having students circle the word they think I say. You can have them count how many they got correct if you like.
4. Next, split the students into two teams.
5. One person from each team should come up to the board and stand on either side of the PowerPoint.
6. Each slide of the PowerPoint for Round 1 should have a single word pairing on it. You say a word and they have to point to the correct one. The team who is the fastest and correct gets a point.
7. Do this for all words.
8. In round 2 I put 4 word pairs on one slide and say one for them to point at. Same point system applies.

## Variations

* **For a challenge:** Say the words more quickly
* **For an easier time:** Say the words more slowly and clearly
Ground Cables

## Key Info

Some appliances come with a yellow and green cable called the Ground or Earth Cable アース線 Āsu-sen.

Some of you may have appliances that come with a yellow and green cable. That is the Ground or Earth Cable アース線 Āsu-sen. Although some appliances may not actually need this connected in order for it to run, it is used as a safety precaution in case something has a short or if there is an electrical surge. Some but not all outlets should have an Earth Mark symbol (see right).

There are various ways to connect the cable, but none of them should get you electrocuted. You will most likely need a screwdriver to loosen the connection, place the cable in or between the openings you have just made, and tighten it into place. There is no need to put force into it, just tighten it enough so that the cable won’t pop out should it be tugged on.

## Cable Tip Types

There are three general types of ground cable ends.

1. Bare wire
2. Hook (robot claw)
3. Ring

## Cable Connections

1. A flap with a screw
2. No flap with a screw
3. Two prong holes
4. Knob Screw

## Tip for Bare Wire Attachment

If you are trying to attach it to a screw, bend the wire at an angle to make a hook and just hook it around the screw. You will be sure to make more metal on metal contact and it also helps prevent the wire from slipping out of place when you are tightening it.
## See Also

Youtube video
https://www.youtube.com/watch?v=OHT85qbS1mk
Revisions to Injury or illness leave, Maternity leave, and Nursing Care 2022

## Revisions to Injury or illness Absence, Maternity leave, and Nursing Care 2022

Effective January 1st, 2022

Please contact your school's administrative staff if you wish to apply or wish to learn more about the changes.

※　 Procedures such as application are effective from December 22nd, 2021 (currently Japanese only, English translations coming soon)

※　 Applicible ONLY to Tokyo Metropolitan appointed fiscal year employees

### Childbirth support leave and Childcare leave Revisions

If the child lives with a **male** employee or his spouse, and requires support, within the period from the day 8 weeks before the expected date of childbirth of the spouse (16 weeks in the case of multiple pregnancies) to the day 8 weeks after the date of childbirth

### Nursing Care Revisions

・Limit of 4 hours a day
・No limit on hours a day
Career Vision Conference (Formerly part of the After JET Conference)

## Career Vision Conference (Formerly part of the After JET Conference) About

CLAIR will be hosting the 2023–2024 JET Programme Career Vision Conference to provide information regarding future career paths, both overseas and in Japan, that are available for JET Programme participants, so that they may begin working toward long-term career and further education goals, utilising their time on the JET Programme. This year, the Career Vision Conference (formerly part of the After JET Conference) is open to all participants and alumni. Please see details below.

### Eligibility

Current and former JET Programme participants (participation is optional)

### Overview

2023-2024 CVC
 Day 2

Online (Zoom Webinar, limit 3,000 participants per session.) Live discussion panels and participant Q&A.\*1 In the event of panels at participant capacity, participants may join in first-come order. Participants do not need to attend every session.

### Content

Participants will have the opportunity to learn about a variety of career fields and the current job

market from JET alumni working both overseas and in Japan.

### Registration

Please register after getting permission from your contracting organisation.

https://forms.office.com/r/700eMKmPvb

Registration deadline: **10 November 2023**
Tom 14

**Tom 14 - Czas na Egzaminy Semestralne** jest szóstym tomem mangi pod tytułem Klasa Skrytobójców.

## Podstawowe informacje

* Data wydania w Japonii: 1 maja 2015 rok.
* Data wydania w Polsce: maj 2020 roku.
* Liczba rozdziałów: Dziewięć.
* Liczba stron: 192.
* Oryginalna nazwa: 期末の時間 (*Kimatsu no jikan)*
* Poprzedni tom: Tom 13
* Następny tom: Tom 15

## Opis

"W obliczu nadchodzących egzaminów semestralnych kierownik Asano zostaje wychowawcą trzeciej A! Doświadczywszy anormalnych lekcji, które podsycają nienawiść wobec trzeciej E, jego syn, Gakushuu, zwraca się do uczniów klasy E w pewnej sprawie. Jaki ma w tym cel...?!"

## Rozdziały

1. Rozdział 116 - Czas na Gości
2. Rozdział 117 - Czas na Wyjątkowych Gości
3. Rozdział 118 - Czas na Więź
4. Rozdział 119 - Czas na Egzaminy Semestralne: Lekcja Druga
5. Rozdział 120 - Czas na Żądzę Mordu
6. Rozdział 121 - Czas na Rozwiązanie
7. Rozdział 122 - Czas na Przestrzeń
8. Rozdział 123 - Czas na Awarię
9. Rozdział 124 - Czas na Egzamin Nauczycielski
Scoreboard Power Point

## PowerPoint Scoreboard

I have created a PowerPoint scoreboard using the coding features. The presentation only has one slide, which is the scoreboard.

On the scoreboard, you will find 7 teams. There are a total of 5 buttons for each team.

* Reset button.
* Points button that's separated into increments of 2.

The scoreboard can be used for any game, making it a lot more efficient to keep track of things instead of writing everything on a chalkboard.

**Please not that it cannot easily be copied into another presentation. While the scoreboard itself can be copied, the buttons won't function properly without the accompanying coding. If you would like to use this scoreboard, you would need to download the file and create new slides within it.**

You can find the link here on google drive

https://drive.google.com/file/d/1nRFFxEHxCwbs1FPRL3TKfUGQlzzAv8j8/view?usp=sharing[1]
Volunteer Opportunities

Volunteer work is a great way to create connections with the Tokyo community. Many of these opportunities do not require you to have fluent Japanese. JETs also sometimes organize their own volunteer activities such as cleanups and blood drives so keep an eye out on the Tokyo JET Facebook group.

If you have any volunteer organizations that you would like to add to this page, please email tjetinfo@gmail.com.

## TELL Tokyo English Life Line

"TELL is a not-for-profit organization dedicated to providing world-class, effective support and counseling services to Japan’s international community as well as helping to address the country’s growing mental health care needs."
http://telljp.com/

## Second Harvest

"We are working to create a food safety-net in Japan so that people have enough food. We access surplus food and provide directly to those in need and the many different welfare institutions, NPOs, faith-based groups, and organizations that support them."
https://www.facebook.com/2ndharvestjapan

## Kizuna Baby

"Kizuna Baby is a program in which trained volunteers regularly visit and massage babies living in institutions in their own communities to foster the children’s health, well-being and development. The program was launched in Japan in 2010. More than thirty baby massage volunteers and six institutions currently participate in the program. The six institutions are in Kobe, Morioka and Tokyo. Kizuna Baby also provides free baby massage classes to the staff of institutions and to biological, foster and adoptive parents of institutionalized children."
http://www.kizunababy.com/home\_English.html

## Hands on Tokyo

"Hands on Tokyo is a dedicated portal for bilingual volunteering devoted to connecting individuals and groups with meaningful volunteer service opportunities in and around Tokyo. Once you register on their site, you can sign up for a variety of service projects coordinated by Hands on Tokyo through the website. This includes various disaster relief projects, serving in children's and senior homes, teaching English classes, running sports camps for people with disabilities, making rice balls, making balloon art to decorate children's homes, and various other opportunities. All projects are run by volunteer leaders who recruit volunteers, provide orientation, and coordinate all projects so you never have to worry about a project falling apart due to lack of leadership."
http://www.handsontokyo.org/

## Tokyo Volunteer Action Center (TVAC)

"We, the Tokyo Voluntary Action Center (TVAC), are here to promote and to support volunteer activities and Not-for-profit-organizations (NPOs)’ activities by citizens. We welcome your participation and we are ready to assist you to obtain necessary information regarding volunteering and the various activities of citizens mainly in Tokyo and its vicinity."
https://www.tvac.or.jp/english/

## Children's Cafeteria

The NPO 全国こども食堂支援センター(Japan Children's Cafeterias Support Center) has location around the country. You can find a cafeteria near you by visiting their website. (*Some Japanese proficiency required*)
https://musubie.org/search/
Speaking Marathon

A warm up activity of quantity over quality

Feel free to use, modify, and upload your own lessons!
<createbox>
default=Lesson Name
buttonlabel=Create a Lesson
width=35
preload=Template:Lesson\_Plan
bgcolor=#FFFFFF
</createbox>

## Description

This is a short warm-up activity designed to get the students speaking as much as they can while giving them concrete proof of their own improvement every week.

Good for any class size or English level. Students only have to think about speaking more than they did last time.

## Materials

* Counter Sheet: File:SpeakingMarathonCounter.pdf
* Words Per Minute Record Sheet: File:SpeakingMarathonWPMRecord.pdf
* Optional: Power Point to show the day's speaking topic

## Procedure

1. Show the speaking prompt of the board. This can be anything relevant to your students' level.
	1. "Introduce Yourself"
	2. "Who is in your family?"
	3. "What is your favorite season?"
	4. "What did you do this weekend?"
	5. "How do you get to school?"
	6. "Do you prefer to wear school uniform or casual clothes to school?"
	7. "Where do you see yourself in 10 years?"
	8. For more discussion topics try: ESL Discussions.com and Iteslj.org
2. **[3 Minutes]** Give students preparation time to think about their ideas. They can take notes on a piece of paper. Discourage students from writing full sentences. They should only write keywords.
3. Make Pairs
4. **[Round One - 1 minute]**
	1. Student A looks at their notes and speaks about the topic for as much as they can in one minute.
	2. Student B listens carefully to the speech and, using the Counter Sheet, counts the number of words spoken by their partner. (This may sound difficult at first, but remember that Student A is also speaking at an EFL learner's pace.)
	3. After 1 minute (or allotted time), Student B tells Student A how many words they spoke and Student A records the number on their WPM Record Sheet along with the date and topic.
5. **[Round Two - 1 minute]** Switch roles and repeat.
6. At the end of the activity, ask for a show of hands to see how many students spoke more words than they themselves spoke last week. (The only person they have to defeat is themselves!) Congratulate the students and move on to your lesson.

## Variations

* Recycle the topics as journal writing homework for extra practice.
* **For an extra challenge:** Extend the speaking time -- advanced students will find 2 minutes or more a fun challenge.
* **For an easier time:** Reduce the speaking time -- beginners may be able to speak a sentence or two in 30 seconds.
* **For an easier time:** Allow students 1-2 minutes of practice time where they can practice speaking about their topic quietly to themselves before sharing with a partner.

## Sources

This is my JTE's activity -- uploaded with permission.
Medication

## Key Info

Some over the counter medication from your country may be illegal and brining it to Japan may result in your immediate arrest.

There are plenty of nonprescription medications to be found in Tokyo and a trip to the doctor can get you a prescription for most anything else.

## General Information

Medication in Japan often comes in a powdered or tablet form and **may be weaker** than the typical prescription in your home country. Doctors will usually prescribe medicine that they currently have stocked in their pharmacy and that which is **covered by your health insurance**. Ask as many questions as needed to understand your medication and how to take it!

## Bringing Prescription Medication

Bringing prescription medications into Japan can be a difficult process. Generally speaking, you will be allowed to carry a **one-month prescription** with you. Each additional one-month supply must be sent to you bearing all the necessary **customs documentation**. (See General Information Handbook, p. 25)

US Embassy and Consulates in Japan Importing or Bringing Medication into Japan for Personal Use

## Buying Over the Counter Medication

You can buy over the counter medications from pharmacies. Convenience stores do not sell medication.

Here is a handy guide by Primary Care Tokyo, where you can search for Japanese brands by active ingredient, symptom, or illness:

## See Also

* Nose Sprays
* Pain Killers
Around the World

Feel free to use, modify, and upload your own lessons!
<createbox>
default=Lesson Name
buttonlabel=Create a Lesson
width=35
preload=Template:Lesson\_Plan
bgcolor=#FFFFFF
</createbox>

## Description

Around the World is a fun activity for students to test their perceptions of different countries. Students get in teams, and each team receives one small magnet. The JET/JTE projects a fact about an unnamed country on the board, and the teams discuss which country it might be. Then the JET/JTE projects a map and sets a timer, and one person from each team approaches the board and places their magnet on the country they think is the answer. The JET/JTE then shows the answer and gives points to teams whose magnets are within the circle.

Around the World requires a lot of listening (mostly for hints) and reading, and it's a great way of keeping the attention of a large or active class. Students have gotten extremely competitive and invested, especially when the JET/JTE is about to reveal the answer.

## Materials

* Small multicolored magnets (in a class of 40 people, I usually need 10 unique magnets)
* A computer, projector, and screen
* An Around the World powerpoint
* SAMPLE: File:Global Food.pptx -or- File:Global Food.pdf
* SAMPLE: File:New Year's Around the World.pptx -or- File:New Years Around the World.pdf
* SAMPLE: File:Valentine's Day Around the World.pptx -or- File:Valentines Day Around the World.pdf

## Procedure

1. (5 min) Students get into teams of 3-4 people and choose one magnet to represent their team. The JET/JTE writes the team names on the board. (I find it helpful to name each team after the color of their magnet.)
2. (2 min) Show the first question, which gives a fact about a country without naming the country. (E.g. "This country's national animal is the bald eagle.") In their teams, students discuss which country it might be. The JTE can give translations or hints as necessary.
3. (2 min) The JET/JTE goes to the next slide, which shows a blank world map, and sets a timer for 2 minutes. Teams have two minutes to come to the board and place their magnets on the board, indicating which country they think the answer is.
4. (1 min) The JET/JTE reveals the answer by pressing the "next" button, which reveals the animated answer and circle. The JET/JTE award points to teams whose magnets fall inside the circle.
5. Repeat according to how many questions you have. As students get into the routine, a single question may take 2-3 minutes instead of 5.

## Variations

* If no team is correct, announce it. Reset the clock for half their usual time and tell students to try again.
* Towards the end of class, give double or triple points for correct answers.
* **For a challenge:** Ask students to explain their reasoning to the JET/JTE before they're allowed to put their magnet on the board. (This may take a lot more time, depending on the number and size of your teams.)
* **For an easier time:** Include hints based on geography or wording. (E.g. "This country gives flowers called snowdrops on Valentine's Day. Hint: SNOW.")

## Sources

Heroes
Valentine's Day 1
Valentine's Day 2
Valentine's Day 3
Valentine's Day 4
Topic 1 Ramen

Feel free to use, modify, and upload your own lessons!
<createbox>
default=Lesson Name
buttonlabel=Create a Lesson
width=35
preload=Template:Lesson\_Plan
bgcolor=#FFFFFF
</createbox>

## Description

To use the 4 skills and make the textbook more interesting and interactive for students.

## Materials

* Welcome to Tokyo textbook and DVD
* DVD player
* Worksheet

## Procedure

1. Watch video and answer TF questions
2. Read "key sentences" and vocabulary together, but not the entire passage
3. Have students read the passage on their own and then work with their neighbors to answer part 2 question
4. Have students practice conversation first with their side by side partner, then with their front / back partner
5. Give students writing time for the composition
6. If time complete vocabulary quiz on the back (can use the standing/ sitting columns and rows vocabulary game)

## Variations

* **For a challenge:** Ask students to recommend a ramen shop and give a description of it to made the conversation more advanced. Can also ask students to present their compositions.
* **For an easier time:** Can play the video multiple times for low level.

## Sources

[LinkURL LinkTitle]

   File:Welcome to tokyo ramen WS back.docx

File:Welcome to tokyo ramen WS front.docx
TJET Mentorship Program

## About

TJET wants to increase Tokyo community awareness and have a greater impact on our new JETs!

In coordination with the TJET committee’s JET volunteers and the public school PA, we are starting this program in October. The program matches senior JETs with new JETs for a “Senpai” and “Kohai” tutoring support that has a 6-month term. Usually from October to April or until the end of the current contract date. The first month will be a trial for both sides before fully committing to the remaining months.

Together we will create ideas for lesson activities, guidance on classroom situations, and create a starting conversation on community building among JET participants through the TJET Committe as a platform.

As this is a volunteer program, commitment is based on each individual, so we ask that everyone respect each other professionally or the committee will step in and cancel the mentorship.

### Goals

1. To make the transition into school life easier for new Tokyo JETs
2. Create a supportive network amongst TJETs and provide volunteer opportunities

## Roles

Menors and Mentees will be matched based on the questions answered on the Google form that is share on TJET's SNS accounts.

### Mentor

Any current or alumni JET that has had at least one year of experience is welcome to be a mentor. We simply ask the mentor to have the desire to serve as a good role model and make a positive impact on the mentee(s)' JET Career. Mentors can contact their mentee(s) in person or online as little as 1-2 hours a month.

### Mentee

Any current or incoming JET that would like some help is eligible. Whether it be general questions on how to do lessons or wanting to make a connection with another TJET, we encourage anyone interested to sign up. It is up to the mentee to set meeting schedules and goals/objectives for the partnership with their mentor.

## Newsletter **Learning Nikki-san日記**

Each month of the mentorship a newsletter, **Learning Nikki-san日記**, will be sent to participants and uploaded here. It will cover ideas for lessons, activities, and case studies.

pg.1 Jan 2024pg.2 Jan 2024pg.3 Jan 2024
Battleships - SVO Practice

A grammar game to review structures

Feel free to use, modify, and upload your own lessons!
<createbox>
default=Lesson Name
buttonlabel=Create a Lesson
width=35
preload=Template:Lesson\_Plan
bgcolor=#FFFFFF
</createbox>

## Description

Battleships is a great way to practice grammar structures and vocabulary. In this case, the target grammar is SVO. The activity provides the building blocks of SVO, however it is up to the student to put them together to produce a full SVO sentence.

Battleships can be adapted to fit most grammar structures.

The original Battleships worksheet was found on Englipedia. This worksheet has been edited to make it easier for students to understand.

## Materials

* Chalkboard & Chalk
* Battleships Worksheet File:Battleships Worksheet.docx

* custom Girls und Panzer variants:

1. File:Sensha-do-does Training Round.pdf
2. File:Sensha-do-does.pdf
3. File:Sensha-do-does 2nd Years.pdf
4. File:Sensha-do-does-did 2nd Years Round 2.pdf
5. File:Sensha-do-does 3rd Years.pdf

## Procedure

1. Explain the aim of the game, vocabulary and how to attack your partner's ships.
2. Class demonstration.
	1. Draw the Battleship grid on the board.
	2. Explain the aim of the game – to sink the ships of your partner – and the vocabulary of the game:
		1. Sink/sunk
		2. Hit
		3. Miss
		4. Missile/rocket
	3. Explain how many ships there are and where to draw your own ships. (Draw your own ships on the top grid of the worksheet.)
	4. Explain how to shoot missiles/rockets – by making an SVO sentence.
	5. Have your JTE shoot the first missile and say "hit" or "miss".
	6. Have students then provide sentences.
	7. Continue the demonstration activity until it is finished or until the students understand how to play.
3. Provide worksheets and have students form pairs.
4. Walk around and assist students with the game.
5. Have students play multiple games.
6. Have students who have finished quickly challenge either yourself or your JTE to a game.

## Variations

* Try with other grammar structures throughout the year.
* **For a challenge:** Provide a totally blank Battleships Worksheet and have students create their own rows and columns in pairs. The JTE/JET can walk around and check the paper before students begin playing.
* **For an easier time:** Write example sentences or a fill-in-the-blank structure on the board.

* **For fun:**Add some customisations and art. Try to find some ways to make your version connect with your specific students.

## Sources

* Englipedia
* *(This lesson was transferred over from the old Tokyo JET Trello board. Please contact Information Committee if you are the original creator and would prefer it to be taken down.)*
Profiles/HumanoidPikachu/2

HumanoidPikachu28589742\_

**Humanoid** es un estudiante argentino de secundaria enfocado en los lenguajes de programación tales como JS, CSS, HTML, Python, Ruby y en el mantenimiento de bots para el chat. Su objetivo es ser un ingeniero tanto front-end como back-end. Es fanático de los mangas, Pokémon y del furry. Le encanta los videojuegos, la cultura japonesa, editar plantillas y viajar a distintas ciudades. Actualmente forma parte del Community Council probando las nuevas funcionalidades de Fandom antes de su lanzamiento.

*Internal**Comunidad Central*
Health Checks

It is likely that you will be asked to complete a health check at school once a year during your JET term. Health checks are standard for teaching positions in Japan and are a **compulsory** part of the job.

The check may include:

* weight, height, sight and hearing checks
* urine test
* blood test
* lung X-rays
* EKG test

For public school JETs, the Tokyo BoE also conducts an annual, optional stress health check. Only the individual who takes the stress check will be notified of the results. Please consult the office administator in charge of the Stress Check Program if you have any questions.
Refute an Argument

Feel free to use, modify, and upload your own lessons!
<createbox>
default=Lesson Name
buttonlabel=Create a Lesson
width=35
preload=Template:Lesson\_Plan
bgcolor=#FFFFFF
</createbox>

## Description

This is an exercise to develop critical thinking and writing skills for debate.

## Materials

* Worksheet in Attachment
	+ Worksheet

## Procedure

1. Explain the concept of debate. Include: arguments, reasons, and support (evidence).
2. Some background information on sustainability issues can be provided.
3. The JTE can help discuss concepts like "necessary evil."
4. This many work better as homework.

## Variations

* You can require outside research to refute the arguments.
* You can define some of the words in the paragraph given.
Can, May, Must - Rules and Facts

Feel free to use, modify, and upload your own lessons!
<createbox>
default=Lesson Name
buttonlabel=Create a Lesson
width=35
preload=Template:Lesson\_Plan
bgcolor=#FFFFFF
</createbox>

## Description

A short activity to help students use can, may, and must in relevant situations.

## Materials

* Worksheet with sets of rules for the students to read and guess (example below)

## Procedure

1. Read the sets of rules with the students, pointing out the correct grammar structure.
2. Have students guess what place/sport/etc each set of rules is related to.
3. Have students write out the rules for a place/sport/etc. that they choose.
4. Optional: have the students play in pairs to guess the place/sport/etc. for the rules they each wrote

## Sources

*(This lesson was transferred over from the old Tokyo JET Trello board. Please contact Information Committee if you are the original creator and would prefer it to be taken down.)*
WikiaActivityNotify

*Set lang of this page to Spanish*
**WikiaActivityNotify** is a prototype of notification information from recent changes and log. This system only support Microsoft Windows and works with win32API. The author of the prototype is HumanoidPikachu and the project is licensed under GPL-3.0 license.

## Install

First, you must install **Python 2.7** and this require libraries:

* Requests
* Win32API

After installing Py2.7 and libraries, open the main script with: `python controller-activity.py` in the console.

## Init

The prototype still in beta and there are thing to do. After run the script you must insert the interwiki of your wiki (example: runescape), second your username (example: HumanoidPikachu), finally your password (example: MyW31rDp45sw0r6). After log in, type continuar to proceed, or opciones for options.

## Thing to-do

* ~~Translate to English.~~ Done!
* Get API of special:newwikis.
* Complete options.
* Cross-platform compatibility *(mainly with Linux)*
* Complete list of "logactions".
* Detect langs of a wiki.

## Changelog

* 19H03 (ART) —— 2016-12-24
	+ Added translation English
* 16H18 (ART) —— 2016-12-24 *(YAY XMAS!)*
	+ First public version.
Ben 10

## Cargando...

***Ben 10*** es una serie animada, creada por Hombre de Acción y producida por Cartoon Network Studios. Cuenta las aventuras de Ben Tennyson, un niño normal de diez años que descubre un extraño reloj extraterrestre que le permite transformarse en diez seres extraterrestres distintos sin perder su personalidad.
Petición de Chatbot:Hikari no kami

Debes esperar a que HumanoidPikachu responda tu petición. Para mas comodidad puedes "seguir" esta página.

Hikari no kamiAnulado.

 **Usuarios en promedio en el chat**: 3 o 4

*Enlaces*

Pues, ya pude hablar contigo, asi que ya sabes los detalles, supongo Hikari no kami (discusión) 17:26 27 oct 2016 (UTC)
En proceso. --**Humanoid** (*Talk* - I.F.) 17:31 27 oct 2016 (UTC)
Realizado. --**Humanoid** (*Talk* - I.F.) 18:56 27 oct 2016 (UTC)
Debido a la actividad ausente y silenciosa que hay en el chat de la comunidad, se ha dado de baja el servicio.--Psycho Anthro CatI.F.Talk 17:06 1 nov 2016 (UTC)
Profiles/HumanoidPikachu/3

Humanoid

CCES
Ayuda
Bot
Int

Humanoid es un estudiante argentino de secundaria enfocado en los lenguajes de programación tales como JS, CSS, HTML, Python, Ruby y en el mantenimiento de bots para el chat. Su objetivo es ser un ingeniero tanto front-end como back-end. Es fanático de los mangas, Pokémon y del furry. Le encanta los videojuegos, la cultura japonesa, editar plantillas y viajar a distintas ciudades. Actualmente forma parte del Community Council probando las nuevas funcionalidades de Fandom antes de su lanzamiento.
WikiaActivityNotify/es

*Cambiar lenguaje a Inglés (English)*
**WikiaActivityNotify** es un prototipo de notificación de información desde los cambios recientes y registros. El sistema solo soporta Microsoft Windows y funciona con win32API. El autor del prototipo es HumanoidPikachu y el proyecto está bajo la licencia CC-BY-SA 3.0.

## Instalación

Primero, debes instalar **Python 2.7** y esto requiere librerías:

* requests
* Win32API

Después de instalar Py2.7 y las librerías, abre el script principal con: python controller-activity.py en la consola.

## Iniciar

El prototipo sigue en beta y allí hay cosas a hacer. Después de ejecutar el script debes insertar el interwiki (sin los w:c:) de tu wiki (ejemplo: es.monsterlegends), segundo tu nombre de usuario (ejemplo: HumanoidPikachu), finalmente tu contraseña (ejemplo: m1R4rAC0n7R45€ñA). Después de iniciar sesión, escribe continuar para proceder, o opciones para las opciones.

## Cosas a hacer

* ~~Traducir a inglés.~~ ¡Hecho!
* Conseguir el API de special:newwikis.
* Completar las opciones.
* Compatibilidad multi-plataforma *(principalmente con Linux)*
* Completar la lista de "logactions".
* Detectar lenguajes de wikis.

## Registro de cambios

* 19H03 (ART) —— 2016-12-24
	+ Añadida la traducción al inglés.
* 16H18 (ART) —— 2016-12-24 *(YAY NAVIDAD!)*
	+ Primera versión pública.
Wikis en alerta de vandalismo

Aviso
Éstas wikis están en riesgo de vandalismo desde el 18/12/2016, si quieres ayudar contra el vandalismo puedes, también se hará presencia con el equipo VSTF de Fandom.

## Wikis a vigilar

* Wikis avisadas
* Wikis NO avisadas

* es.dragonballfanon.wikia.com
* es.polandball.wikia.com
* es.clubpenguin.wikia.com
* es.dragonball.wikia.com

* ???
Hand Gestures

Feel free to use, modify, and upload your own lessons!
<createbox>
default=Lesson Name
buttonlabel=Create a Lesson
width=35
preload=Template:Lesson\_Plan
bgcolor=#FFFFFF
</createbox>

## Description

This is an activity to teach and compare common hand gestures. It`s also a good way to talk about using body language for communication, even if you can't say what you want to in English.

## Materials

* Worksheet File:HandGesturesWorksheet.docx

Answer key:

1. “It`s ok” or “Good”
2. “I`m broke” or “That`s too expensive.”
3. “Shame on you.”
4. “Good job!” or “Hey, what`s up?”
5. “Call me.” or “I`ll call you.”
6. “I love you.”
7. used when “ ” [quoting] something
8. “Go away” or “Shoo!”
9. “Hand it over.” or “Bring it on.”
10. “Come here.”
11. “No, no, no. That`s bad.” or “Don`t do that.”
12. To say something/someone is “crazy.”
13. “I don`t know.” or “ I`m confused.”
14. “Rock on” or “Yeah! That`s cool!”

* Dialogues (Example: File:HandGestureDialogues.docx )

## Procedure

1. Demonstrate the different gestures and have students write down what they think the meaning is.
2. Reveal the meaning either one at a time, or go back through a second time. Some will be very obvious, and there are a few that might be completely new to students.
3. Have students practice the short dialogues in pairs, using the hand gestures.

## Variations

* You can also split students into teams and award points to the ones who guess the meaning correctly.
* Have students (or teams) give examples of hand gestures used in Japanese, and compare/ contrast them with the ones used in English.

## Sources

*(This lesson was transferred over from the old Tokyo JET Trello board. Please contact Information Committee if you are the original creator and would prefer it to be taken down.)*
Sector-A/Tests/6

## To-do list

*Nothing*

Template:X002

ERROR.
03

## Bugs

* mainText is not a global name.
	+ Fixed.
	+ And broken again... forWiki variable is the problem
		- Possible ending: Delete variable OR fix variable.
	+ Bug detected! - Problem with variable, return None.
	+ Testing13
		- Bug fixed!
		- Result: Add titlechangeJSON.**startswith**("*Solicitud:*")
	+ Minimal bug detected - forWiki is not a global name.
	+ Bug fixed - forWiki variable deleted.

* Bug detected - cache failed.
	+ Bug fixed via manual

* Bug returns - newText is not a global name
	+ Deleted systemVerifyRequests for CCES, CCEN **AND** internal.furry
		- End of Bug.
Lista de bugs

* Error al notificar (error de unicode)
	+ Posible solución: Saltear los unicodes con pass o encodificarlo.

	+ UnicodeEncodeError: 'ascii' codec can't encode character u'\xe1' in position 1: ordinal not in range(128)
	+ Linea: 312
	+ Función: Activity\_keys
	+ Archivo: Controller\_activity.py
* 21H34 Probando con ConEmu - Mismo error
	+ Cambios: Se ha puesto un .encode('utf-8')
	+ Linea: 312
	+ Función: Activity\_keys
	+ Archivo: Controller\_activity.py
* 21H37 Probando con ConEmu - Diferente error
	+ TypeError: coercing to Unicode: need string or buffer, NoneType found
	+ Cambios: 2 Variables en summary
	+ Linea: 334
	+ Función: Activity\_keys
	+ Archivo: Controller\_activity.py
* 21H42 Probando con ConEmu - Diferente error
	+ ~~Nota: Error de los unicodes solucionado~~
	+ Cambios: Puesto la letra 'u' en el string
	+ Error actual: NameError: global name 'username' is not defined
	+ Linea: 317
* 21H47 Probando con ConEmu - Diferente error
	+ Cambios: Se ha colocado el username en la función.
	+ Error actual: TypeError: coercing to Unicode: need string or buffer, NoneType found
	+ Linea: 334
* 21H51 Probando con ConEmu - **¡Solucionado!**
	+ Cambios: Removido el None cuando un resumen estaba vacio y fue reemplazado con u''
	+ Error actual: Ninguno por ahora
	+ Linea: 0
ExecutionScript.py

```
import time
import sys
import fandom-api

site = input('Type a wiki: ')
account = input('Type your account of Fandom: ')
password = input('Password: ')
#Defs
def login\_account(site, account, password):
 """
 Log in method.
 -NOTE: Require: site, account, password
 """
        try:
            fandom-api.login(site, account, password)
            print('Logged as' + account)
            print('----')
        except KeyError:
            print('Error login')
            sys.exit(1)
#Init
print('RMWE (RemoteMediaWikiEditor) - V.7')
time.sleep(5)
print('Site:' + site)

while True:
    command\_input = input('Type a command, use "help" if you are novice in this framework: ')
    if command\_input == 'help':
        print(fandom-api.list-command)
    elif command\_input == 'edit':
        page = input('Page to edit: ')
        try:
            fandom-api.edit\_method(page)
        except KeyError:
            print('Data/Article/Page not found or error ocurred. Details:\nSite: ' + site + '\nPage to edit: ' + page)
    elif command\_input == 'delete':
        page = input('Page to delete: ')
        reason = input('Reason: ')
        try:
            fandom-api.delete\_page(page, reason)
        except KeyError:
            print('Error ocurred.')
def room\_2 {
pass;"55 -- 54 -09"
#JS#44
}
#--Under construction--

```
TestGUPW

Título

```
<div style="background: MediumVioletRed; border-bottom: #9a1268 3px solid; font-variant: small-caps; color: #FFF; text-align:center; font-size: 180%; padding: 7px"> Título </div>

```

 Texto

```
<div style="background: #f2f2f2; border-bottom: #b4b4b4 3px solid; font-variant: small-caps; color: #200; text-align:center; font-size: 110%; padding: 8px"> Texto <br> <span style="border-bottom:#e50000 3px solid; padding: 0 90px"> </span></div>

```
Valentine's Day Poetry

Feel free to use, modify, and upload your own lessons!
<createbox>
default=Lesson Name
buttonlabel=Create a Lesson
width=35
preload=Template:Lesson\_Plan
bgcolor=#FFFFFF
</createbox>

## Description

Help Students Write Valentine`s Day Poems!!

The students will learn basic idea of how to rhyme and apply that to "Roses are Red".

## Materials

* Valentine's Day Poetry Worksheet File:Valentine Poetry.docx

## Procedure

1. Introduce the original "Roses are Red" poem.
2. Explain "rhyme" (words that end with the same sound)
3. Walk the students through the "How to Write" section of the worksheet.
	1. Who is the poem for?
	2. What sound does that end with?
	3. What does it rhyme with?
	4. etc.
4. Have the students write their own poems.
5. Have the students share their poems with a partner and/or with the class.

## Variations

* **For a challenge:** Have the students share their poems and vote on the best one!
* **For an easier time:** Write a poem or two together on the board. Elicit sentences from the students.
* **For an easier time:** Create a word list on the board of rhyming words. Elicit words from the students.

## Sources

*(This lesson was transferred over from the old Tokyo JET Trello board. Please contact Information Committee if you would prefer it to be taken down.)*
Information Calendar

This page is designed to provide easy access to the time-sensitive information on the Wiki based on a JET contract year.

## July-Aug

### Incoming JETs

* Introduction
* Grand Tokyo Entry Timeline

Housing
* Apartments
* Share Houses
* Arranging for your Own Real Estate Agent
* Moving Companies in Tokyo

Setting Up
* Ward Offices
* Banking
* Utilities
* Furniture and Appliances
* Internet
* Phone
* Inkan and Hanko
* Transportation IC Card
* Laundry Supplies
* Ground Cables

Work
* Attire
* Time Allocation
* Payslip

Support
* Prefectural Advisor
* Contracting Organizations
* Local Area Coordinators
* TJET Committee

## September

### TJET Elections

* TJET Committee
* TJET Committee Elections

## October-November

### Daily Life

* Winterizing Your Home
* Keeping Warm

### PD Con

* Annual Professional Development Conference

### Taxes

* Australian Taxes - first and second year JETs should lodge their tax return for the previous year

## December-January

### Health

* Mental Health
* Culture Shock and Fatigue
* Finding a Doctor

## March-April

### Taxes

* Spring Tax Deduction
* Filing U.S. Taxes
* Income Tax

### TJET Elections

* TJET Committee
* TJET Committee Elections

### Leaving JETs

* Leaving Checklist
* Return Airfare
* Pension Refund (Public)
* Pension Refund (Private)

### Third Year JETs

* Residence Status
* Visa Renewal

## May-June

### Leaving JETs

* Contacting Your Successor
* Residence Status
* Moving Companies in Tokyo
Profile.execute(user);

```
require humanoid\_java\_module\_core

public class HumanoidProfileWorld {
public static void main(String[] args) {
Thing me = new DefaultDataCore("me", 0, true, -1, false)
Thing user = new DefaultDataCore("user", 0, false, -1, true)

profile.execute(user);

if (MainCoreContent == "error ocurred") {
start.exit-protection(me);
end.vision-header(me, "2");
break
} else {
set.dataprogramFandom {
start.simulation(site);
}

if (PointSet == "5.100x") {
set.finishprogram();
} el if (PointSet !== "5.200x") {
set.kill(me);
} else {
set.start-nav(me);
}

/\* ... \*/

self.execution(me);
self.execution(me);
self.execution(me);
self.execution(me);
self.execution(me);
self.execution(me);
self.execution(me);
self.execution(me);
self.says(me, '1', 'de');
self.says(me, '2', 'en');
self.says(me, '3', 'es');
self.says(me, '4', 'de');
self.says(me, '5', 'en');
self.says(me, '6', 'es');
execution.end(me);

```
P0/S

EN
4

ES
N

CSS
5

JS
4

Vue
3

Python
2

## Información rápida

Ex-voluntario de FANDOM. Diseñador y programador web. Furro legal (si, es posible (?).

## Wikis que visito

* Wiki Terraria
* Cytus Wiki

## Mi perfil

Hola, soy Xakuzyo (**Saektide**), diseñador y programador web. Soy un ex-miembro del equipo de consejeros. Participo en la plataforma como usuario común y corriente desde 2015. Aclaro que no soy un usuario activo aquí ya que seguramente me habrás visto que estuve haciendo alguna limpieza, deambulando por acá en los foros o arreglando algunas cosas en el código del sitio.

### Experiencia

Como dije anteriormente fui voluntario dentro de la plataforma y me retiré por falta de tiempo. He creado algunos scripts para Dev Wiki pero ya no soy tan activo como era antes. He dejado de mantener ciertas apps que hice que tuvieran conexión con FANDOM, como lo fue WAN (*Wikia Activity Notifier*), he trabajado en varios wikis con el diseño y funcionalidades. Actualmente participo activamente en **Wiki Terraria**. Mas tarde fundé otro wiki llamado **Cytus Wiki** pero por falta de tiempo también lo dejé, aunque me sirvió para algunas pruebas con el CSS.

### Contacto

Los mensajes en mi muro son bienvenidos. Aclaro que si tienes alguna situación urgente o crítica dentro de la plataforma por favor hazlo saber al staff de FANDOM ellos te responderán lo antes posible para solucionar tus dudas o situaciones, aunque también puedes pedir ayuda en el foro de Central si es que tu situación no es tan urgente.

EN
4

ES
N

CSS
5

JS
4

Vue
3

Python
2

## Información rápida

Ex-voluntario de FANDOM. Diseñador y programador web. Furro legal (si, es posible (?).

## Wikis que visito

* Wiki Terraria
* Cytus Wiki

## Mi perfil

Hola, soy Xakuzyo (**Saektide**), diseñador y programador web. Soy un ex-miembro del equipo de consejeros. Participo en la plataforma como usuario común y corriente desde 2015. Aclaro que no soy un usuario activo aquí ya que seguramente me habrás visto que estuve haciendo alguna limpieza, deambulando por acá en los foros o arreglando algunas cosas en el código del sitio.

### Experiencia

Como dije anteriormente fui voluntario dentro de la plataforma y me retiré por falta de tiempo. He creado algunos scripts para Dev Wiki pero ya no soy tan activo como era antes. He dejado de mantener ciertas apps que hice que tuvieran conexión con FANDOM, como lo fue WAN (*Wikia Activity Notifier*), he trabajado en varios wikis con el diseño y funcionalidades. Actualmente participo activamente en **Wiki Terraria**. Mas tarde fundé otro wiki llamado **Cytus Wiki** pero por falta de tiempo también lo dejé, aunque me sirvió para algunas pruebas con el CSS.

### Contacto

Los mensajes en mi muro son bienvenidos. Aclaro que si tienes alguna situación urgente o crítica dentro de la plataforma por favor hazlo saber al staff de FANDOM ellos te responderán lo antes posible para solucionar tus dudas o situaciones, aunque también puedes pedir ayuda en el foro de Central si es que tu situación no es tan urgente.
Wikia talk:Portal de la comunidad

¡Esta es la **página de discusión general** del wiki! Los fundadores del wiki deberían dejar aquí un mensaje de bienvenida y alentar a los nuevos editores y visitantes a participar en el wiki. Utilizad esta página para dejar avisos sobre novedades o las últimas noticias referentes al wiki, también podéis usar el **foro** para comunicaros con los usuarios.
Petición de Chatbot:Diamond Dario

Debes esperar a que HumanoidPikachu responda tu petición. Para mas comodidad puedes "seguir" esta página.

Diamond DarioHecho

 **Usuarios en promedio en el chat**: 7\*

*Enlaces*

Que registre el chat, que expulse. Diamond Dario (discusión) 18:13 27 sep 2016 (UTC)
Hola Dario, evaluando el chat solo hay 7 usuarios en promedio, el bot está en proceso. Furro (Councilor) ✮ Talk ✮ Contribs ✮ Edit count ✮ Bot 18:16 27 sep 2016 (UTC)
El bot ya está en la comunidad
Furro (Councilor) ✮ Talk ✮ Contribs ✮ Edit count ✮ Bot 18:49 27 sep 2016 (UTC)
Gabriel Thompkins

**Gabriel Thompkins** is the half-brother of Garcia Flynn.

## Biography

In the original timeline, Gabriel dies on the same date as the moon landing after being stung by a bee, and suffering a severe allergic reaction.

In the altered timeline, Flynn – while talking to Gabriel's mother, Maria Thompkins, at the park – gets Gabriel an ice cream cone. As Flynn and Maria talk, Flynn mentions how his family was murdered and tells her the killers were never caught. Maria explains to Flynn that if anyone did anything to Gabriel, she'd do anything to find out who did it.

Later, while Wyatt Logan falsely explains to Maria that Flynn is a communist spy, Flynn injects Gabriel with epinephrine to stop the bee sting from killing Gabriel. Maria runs up to Flynn as he does this, punching and pulling at him to stop. Wyatt points a gun at Flynn. Flynn explains that he saved Gabriel from a bee sting. Flynn explains to Maria that he always remembers her as being sad, and after losing a child, he didn't want Maria to lose hers. Gabriel covers his ears as Flynn fires at Wyatt and flees.

Agent Denise Christopher later explains to Wyatt, Lucy Preston, and Rufus Carlin that Gabriel is currently alive and well, living in Paris.
Profiles/HumanoidPikachu/1

**H**umanoid**P**ikachu

**Council**or | **Fandom** Volunteer¡Hola! Soy HumanoidPikachu, un voluntario de Fandom y consejero, un usuario experimentado en CSS, HTML, JS y otros lenguajes Front-end y Back-end, no creo que me veas editando por aquí, aveces me hago responsable de limpiar vandalismos, spam y hacer algunas pruebas en Internal Furry. Si es que tienes alguna duda sobre CSS, infoboxes, entre otros sectores técnicos o de ayuda déjame un mensaje y responderé lo mas pronto posible. **R**eport**Vandalism**o \ **S**pam \ **W**iki \ **B**ug