OpenLLM-France/wikimedia huggingface dataset:
# Free Knowledge Culture Calendar/August 3

Here at Gamma International, we've run out of governments to sell to, so we're opening up sales to the general public!
Today in 2014 Phineas Fisher hacked the german surveillance technology company Gamma Group and published source code, price lists and release notes. With support from the german government, Gamma produced and marketed the spyware FinFisher, which was used by governments around the world against political opposition. Customers were governments of more than 30 countries, including Bahrain, Egypt, Ethiopia, Germany, Uganda and the United States. Fisher published a series of educational posts on her methods.
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# Free Knowledge Culture Calendar/August 30

Today in 2016 the EU umbrella organization of regulatory agencies BEREC published its Net Neutrality Guidelines. They largely followed the criticism of the campaign savetheinternet.eu.
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# Free Knowledge Culture Calendar/August 23

Today in 2002, the International Federation of Library Associations and Institutions (IFLA) approved and published its Internet Manifesto.
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# Free Knowledge Culture Calendar/August 25

Today in 1991 Linus Torvalds announced his new operating system kernel that was later named Linux.
With Version 7 Unix, the source code no longer got published and forbidden to use even for educational purposes. Computer science professor Andrew Tanenbaum therefore wrote a new source-available Unix called Minix for his teaching purposes. Many Unix enthusiasts, including Linus Torvalds, adopted Minix because they could not afford a full-fledged commercial Unix. Tanenbaum was conservative about adding features, and for many, progress was slower than desired. The arrival of Linux was therefore met with excitement by many Minix users, however immature it was. The project has developed and pioneered several aspects of open, Internet-based software development.
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# Free Knowledge Culture Calendar/August 26

Today in 1997 Bruce Perens announced The Open Hardware Certification Program, an early Open Hardware initiative.
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# Free Knowledge Culture Calendar/August 27

Today in 2006 the first edition of Linux Mint was released.
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# Free Knowledge Culture Calendar/August 24

Today in 2007 the first SIM unlock process for the Apple iPhone was demonstrated by George Hotz. Apple is notorious for not allowing consumers to take full control of their own devices. The unlock represents a first milestone of iOS jailbreaking.
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# Free Knowledge Culture Calendar/August 29

Today in 1988 Unicode 88, the original Unicode manifesto, was published.
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# Free Knowledge Culture Calendar/August 31

Today in 2007 the first version of Magento was released.
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# Handbook for Doctoral Students in Education/Managing your committee's input

Doctoral committee members consider it a part of their responsibilities to suggest research leads and specifics bodies of research. Most established researchers are very knowledgeable about their fields (do not get intimidated; it comes from years and years of reading and conference-going). They may recommend many different resources, names, and specific books and papers. Such recommendations can be anywhere on a continuum from "I vaguely remember something that might be related to your topic" to "This is the essential research you cannot afford to ignore in your dissertation." Much of doctoral students' confusion comes from their inability to correctly place recommendation on a scale between these two extreme points. When in doubt - ask for clarifications!
It is rude to ignore or forget your adviser's or committee member's suggestions; it is also counter-productive, because they wish you to succeed. However, if you have good reasons not to follow the advice, state these reasons as clearly as you can, and discuss them with the advisor.
Some committee members will disagree with each other about the direction and theoretical foundations of your research project. This is very normal; scholarship community thrives on disagreements and discussion. The best strategy for you is to engage the disagreements on the pages of your dissertation. However, if you fell a dispute becomes less professional, and more personal, talk to your main adviser. It is the advisor's responsibility to negotiate any conflicts within the committee in such a way that it does not harm your progress. To avoid finding yourself in a difficult situation, be deliberate and careful about forming your committee in the first place; make sure your main advisor has good working relationship with the rest of the committee.
# Handbook for Doctoral Students in Education/Theories everyone should know
## Why theories?

There are two reasons to know theories from adjacent social sciences and humanities:
* You need them to build your conceptual framework and to generate a good hypothesis. There is no way to look at your subject from nowhere. You have to use a particular theoretic perspective and a particular theoretical language to position your research.
* You need to know theories so you look cool at parties. But seriously, you need to understand the language of social sciences and humanities in order to understand other people's work. This is a necessary part of socialization into the research community.

## Anthropology

* Bronislaw Malinowski and Kula trade
* Clifford Geertz "Deep Play: Notes on the Balinese Cockfight"
* Margaret Mead, Growing up in Samoa
# Handbook for Doctoral Students in Education/Why do dissertations always include a lit review?

A doctoral dissertation is both a piece of original scholarship, and an assessment tool. In other words, your committee must make sure that anyone who receives a doctoral degree from our program, is a competent scholar. A competent scholar not only knows the literature in her or his field, but also can "read up" on any subject or topic that becomes of interest. These are not trivial skills, and take years to learn. "Reading up" on a subject should be efficient, reasonably quick, but still thorough and not shallow. However, your undergraduate and masters-level training have probably provided you with a good foundation.
In some fields, literature reviews look very differently, or are not distinguishable from the rest of the work. This applies to theoretical work in fields such as Philosophy of education, or Curriculum Theory. Most of empirical research projects will include a lit review of one sort or another, usually in chapter II, immediately following the chapter on conceptual framework and hypothesis.
If you tend to think in analogies, consider this one which could be applied to any writing (or art) endeavor. In this case we'll use this as applied to writing a dissertation. First, picture the cross section of an apple.
Okay, now to the focus of this chapter, the why. The literature review is the shell encompassing the seed of the dissertation. Although your study topic is your own, it is contained within the great and not so great works of your field. Without these works, your study does not have the sustainability to take on a form and progress to idiom, structure, or craft. At the surface (the wordsmithing, eloquent prose, etc.) your research study may appear to be similar to the masters', those researchers that have published their work in journals, book chapters, etc. (Picture an apple, ripe, heavy with juice, providing sustenance to the body of research read and used by many to understand the field.) But, without the literature review, your dissertation would remain hollow in essence, thus unable to feed the field so-to-speak. Therefore, what purpose, if any, would it really serve?
(The analogy used for this section was adapted from Scott McCloud's book, Understanding Comics, copyright 1993, HarperCollins Publishers.)
# Handbook for Doctoral Students in Education/Managing work and life
## Managing Work and Life

As a doctoral student, your wellness depends upon your ability to manage the multiple roles you have chosen. There is a rich field of research for you to draw on when planning for a balanced academic experience. Suggested steps include:
* determine an appropriate definition of balance for you and those impacted by your decisions;
* acknowledge that you will often be negotiating with an inflexible academic environment;
* acknowledge and prepare for the burden of constant decision making that will involve the prioritization of competing responses for least negative impact, each of which might be critical to school, family, work or some combination.
* protect against role overload, or insufficient time to meet all demands.
* protect against role contagion, or preoccupation with one role while performing another.

### Suggested Reading for Managing Work and Life

* Brus, C. P. (2006). Seeking balance in graduate school: A realistic expectation or a dangerous
dilemma. In M. J. Guentzel, & B. E. Nesheim (Eds.), Supporting graduate and professional students: The role of student affairs. New Directions for Student Services, no. 115, (pp. 31-45). San Francisco: Jossey-Bass.
* Delamont, S., Atkinson, P., & Parry, O. (2000). The doctoral experience: Success and failure in graduate school. New York: Palmer Press.
* Fairchild, E. E. (2003). Multiple roles of adult learners. In D. Kilgore, & P. J. Rice (Eds.), Meeting the special needs of adult students. New Directions for Student Services, no.102, pp. 11-16). San Francisco: Jossey-Bass.
* Goplerud, E. N. (1980). Social support and stress during the first year of graduate school. Professional Psychology, 283-290.
* Hadjioannou, X., Shelton, N. R., Fu, D., & Dhanarattigannon, J. (2007). The road to a doctoral degree: Co-travelers through a perilous passage. College Student Journal, 41(1), 160-177.
* Kenty, J. R. (2000). Stress management strategies for women doctoral students. Nurse Educator, 25(5), 251-254.
* Krueger, P. M., & Peek, L. A. (2006). Figuring it out: A conversation about how to complete your Ph.D. College Student Journal, 40(1), 149-157.
* Lawson, T. J., & Fuehrer, A. (2001). The role of social support in moderating the stress that first-year graduate students experience. Education, 110(2), 186-193.
* Malone, B. G., Nelson, J. S., & Nelson, C. V. (2004). Academic and affective factors contributing to degree completion of doctoral students in educational administration. The Teacher Educator, 40(1), 33-55.
* Stratton, J. S., Mielke, A., Kirshenbaum, S., Goodrich, A., & McRae, C. (2006). Finding a balanced life: Factors that contribute to life satisfaction in graduate students. Journal of College & Character, 7(8), 1-10.
# Handbook for Doctoral Students in Education/Selecting a Manageable Dissertation Topic
## Selecting a Manageable Dissertation Topic

The first thing to remember when considering a dissertation topic is the purpose of your dissertation. The Dissertation Handbook says, “The goal of the dissertation is to make a significant, original contribution to knowledge. In every respect, the document is to of publishable quality. A dissertation should represent, where appropriate, the most advanced or recent methodologies, theoretical advances, and innovations in the discipline.” With that in mind, you need to first of all choose a topic about which you are curious and can foresee spending a considerable amount of time exploring. Many people will have ideas for you, but you need to choose something that gets you excited! You also need to choose a topic about which you can contribute new information. You do not have to make ground-breaking discoveries (though you might!), but you do have to look at your topic in a way that no one else has. Also keep in mind as you work to choose a topic that your dissertation does not have to be your life’s work. You will have your entire career to be a researcher. Start with one, focused, doable topic for your dissertation and work to be the best researcher and writer you can be. Then you will have that strong foundation to take with you into your career as you pursue other research. Also, it is often very helpful to talk with your Research Advisor and other graduate students as you work to select a topic. Often, outside perspective will help to focus and frame your topic and research questions.
# Handbook for Doctoral Students in Education/The Program at a glance

A Doctorate of Education in Educational Studies can be completed in three years by full-time students and five years by part-time students. The program requires completion of 64 credit hours and prepares graduates to understand the relationship among research, policy, and practice in education in order to contribute to improving educational systems. Candidates complete an educational studies core, a multidisciplinary cognate, a research core, and a dissertation. The program prepares graduates to assume roles as university faculty members, educational leaders in school districts, as well as state and federal agencies, district level curriculum specialists, and assume leadership roles in non-profit and private sector.

## The Limit

The time limit for all doctoral students is 8 years.

## The curriculum

The most current versiou is here
# Handbook for Doctoral Students in Education/Proposal questions

These are some of the questions your committee will consider at the proposal defense:
* Between your comprehensive exams and now, how did the project matured and developed?
* Are members still confident in the candidate's professional choice of this study as the beginning of a research agenda?
* How confident are the members that the candidate is working with researchable questions?
* How confident are the members that the candidate is ready to collect the right kind of data to that will help her/him answer the questions?
* How can the members help the candidate move smoothly toward data collection and analysis?
* How does each member see her/his consulting role during this process?
* How would the members like to push the candidate to make revisions in these chapters between now and the dissertation defense, revisions that would increase the quality and professional significance of the study?
# Handbook for Doctoral Students in Education/Research basics
## Research Basics

All candidates are required to complete a research core and actively pursue research and publication. If you have never taken a graduate level statistics class or if the class(es) you have taken do not transfer to UNC, you will need to take SRM 600 in addition to the courses required in your chosen research core. Don’t worry if you’ve never taken statistics or done any research! The courses required in the research core are designed to prepare candidates to be active researchers in their chosen fields.
All research conducted at UNC involving human participants must be preceded by approval from the Institutional Review Board (IRB). More information about the IRB process and accompanying forms
Once you receive IRB approval, you can begin collecting your data. IRB requires that all human subjects be fully informed about the research in which they are participating, and any participant may withdraw from research at any time. All data involving human participants must be kept in locked file cabinets or password secure computers. Once audio/video recordings are transcribed, they should be destroyed unless otherwise stated in the final IRB. Also, all consent forms must be kept for three years in the case that research may come under review by IRB. If any part of one’s research deviates from the initial IRB, an amendment must be submitted to IRB for approval before proceeding with further research. More specifics about the IRB can be found in the IRB Handbook
Working to publish your research is an important part of your academic process. There are a few things to keep in mind as you write about and attempt to publish your research. Confidentiality of all participants must be maintained in all writing unless otherwise stated in the final IRB. Writing should be submitted to scholarly journals based on each journal’s submission guidelines. While an article is under review by a journal, it cannot be submitted to another journal.
Take advantage of every opportunity to publish. Remember, one research project can be used for multiple research purposes. For instance, from one data set (and research experience), you could report traditional results, your methodological process, an in-depth study of one particular aspect, an alternative representation of the data, and so on. It's helpful if you can tie your small studies to the topic you plan to pursue for a dissertation. Given the number of articles you might get from one small data set, it's easy to see that the dissertation data set and experience will yield far more potential for publication.
The Graduate Student Association (GSA) is a great resource for graduate students looking for support with their research. GSA provides equipment that you may check out for your research and can help students find research participants. Additionally, the GSA has grant opportunities.
GSA grants are awarded for the following:research,conference presentation of research, and conference attendance. Click on this link to go to their website http://www.unco.edu/gsa/index.html
# General Biology/Tissues and Systems/Circulatory System

General Biology | Getting Started | Cells | Genetics | Classification | Evolution | Tissues & Systems | Additional Material

# Circulatory system

Circulatory system functions
1. Transportation
diffusion
2. Regulation
Vasodilation: allows heat loss across epidermis, as seen in elephant ears, takes more blood to surface of body, sweating may accompany
Countercurrent heat exchange: used by dolphins in fins to conserve heat in cold water. Veins surround an artery, and blood returning to body absorbs heat from blood traveling out from body to fin, minimizing heat loss. Used by dogs in feet, etc.
Blood made of 1. plasma and 2. formed cellular elements (red and white blood cells, and platelets).
Plasma makes up 55% of blood volume. Cellular elements make up the other 45%.
Plasma makeup: 90% water, 7-8% soluble proteins (albumin maintains blood osmotic integrity, others clot, etc.) 1% electrolytes 1% elements in transit
Red blood cell (erythrocyte): contains hemoglobin, functions in oxygen transport. In mammals, red blood cells lose nuclei on maturation, and take on biconcave, dimpled, shape. No self repair, live 120 days. About 1000x more red blood cells than white blood cells. About 7-8 micrometers in diameter.
Hematocrit: proportion of blood volume that is occupied by cells, about 43% in humans on average. 48% for men and 38% for women.
White blood cells (leukocytes): Nucleated, about 10-14 micrometers in diameter, commonly amoeboid, escape circulatory system in capillary beds. Include basophils, eosinophils, neutrophils, monocytes, B- and T-cell lymphocytes.
Platelets (thrombocytes) Membrane bound cell fragments in mammals, no nucleus. In non-mammals, platelet role replaced by nucleated cells. Accumulate at site of broken blood vessels, form clots. Bud off special cells in bone marrow. 1-2 micrometers in diameter. 7-8 day life span, 1/10 or 1/20 as abundant as white blood cells.
Arteries: carry blood away from heart. Smallest tubes called arterioles, feed blood to capillaries.
Veins: return blood to heart. Smallest veins called venules.
Structure of arteries and veins, listed from inside (lumen) out: 1. epithelium (endothelium), 2. elastic connective tissue fibers, 3. smooth muscle, 4. connective tissue. Arteries have thicker elastic layer than do veins.
Capillaries, where exchange of materials occurs, are very thin and narrow, and red blood cells pass through single file. Capillaries are tiny but numerous, and their total volume is greater than that of supplying arteries.
Blood velocity drops in capillaries, picks back up in veins. Pressure highest in arteries, lower in capillaries and arteries.
Osmotic pressure draws interstitial fluid from blood in arterioles, but replaces it in venules.
One-way valves mean that blood can flow only one way, works with residual blood pressure and compression by skeletal muscles. Low pressure in thoracic cavity caused by breathing also helps move blood.
General Biology | Getting Started | Cells | Genetics | Classification | Evolution | Tissues & Systems | Additional Material
# General Biology/Tissues

General Biology

# Vertebrate tissues

Definition of tissue: an aggregation of cells, usually of the same kind, organized to perform a common function. A group of similar cells organized into a structural and functional unit (Raven/Johnson). Primary categories of adult tissues (non-dogmatic categories of convenience):
* Epithelial tissue
* Connective tissue Includes bone and blood tissues
* Muscle tissue
* Nervous tissue
# General Biology/Tissues and Systems

General Biology | Getting Started | Cells | Genetics | Classification | Evolution | Tissues & Systems | Additional Material
* Tissues
** Epithelial tissue
** Connective tissue
** Muscle tissue
* Systems
** Digestive system
** Circulatory system
** Lymphatic system
** Respiratory system
** Nervous system
** Sensory systems
** Homeostasis
General Biology | Getting Started | Cells | Genetics | Classification | Evolution | Tissues & Systems | Additional Material
# General Biology/Tissues and Systems/Epithelial Tissue

General Biology | Getting Started | Cells | Genetics | Classification | Evolution | Tissues & Systems | Additional Material

# Epithelial tissue

Comes from various sources, ectodermal or endodermal material. Cell sheet lines a surface or body cavity. One side, called freesurface or Apical, is exposed to
* animal interior (forming the lumen) or
* exterior of its body cavity.
The other side rests on the basal layer.
Epithelial tissue is not penetrated by blood vessels.
Two categories:
* sheets
* glands
Classified on two features:
* simple, (a single layer of cells),
* stratified, (more than one cell layer.)
Cell shape at free surface:
* squamous (broad and flat)
* cuboidal (spherish)
* columnar (tall and thin)

## Simple squamous epithelium

    usually lines body cavities and vessels,alveoli, glomeruli of kidney; in blood and lymph vessels called endothelium; in body cavities called mesothelium (serosae): parietal serous membranes line body wall, visceral serous membranes cover organ

## Simple cuboidal epithelium

    in ducts like kidney and salivary glands.

## Simple columnar epithelium

    nonciliated type lines digestive tract, ciliated type lines some regions of uterine tubes and lungs

## Stratified squamous epithelium

    (important) lines mouth, esophagus,and vagina. Cells sometimes dead, flat and keratinized, making them resistant to abrasion. Stratified squamous epithelium changes to columnar squamous epithelium progressively down esophagus to the stomach.

## Epidermis

    from epithelium. Below this is dermis, thicker and with blood vessels.
Two specialized epithelia:
* pseudostratified
* transitional

## Pseudostratified epithelia

    lines the trachea (where it is ciliated)and the male urethra (where it is non ciliated), looks stratified but not.

## Transitional epithelia

    found only in bladder and urinary system. As it stretches it appears to go from 6 to 3 cell layers deep.

## Glandular epithelia

    (gland: group of cells that excretes something.. mostly derived from epithelium. Glands are classified into endocrine and exocrine by where they excrete.

## Endocrine glands

    secrete hormones into the blood without use of ducts.

## Exocrine glands

    secrete onto the body surface or into a cavity, thru a duct. Exocrine substances include sweat, mucous, oil, and saliva. An exocrine gland is the liver, which secretes bile.