OpenLLM-France/wikimedia huggingface dataset:
# LPI Linux Certification/Create & Maintain DNS Zones
## Detailed Objectives

(LPIC-2 Version 4.5)
Weight: 3
Description: Candidates should be able to create a zone file for a forward or reverse zone or root level server. This objective includes setting appropriate values for records, adding hosts in zones and adding zones to the DNS. A candidate should also be able to delegate zones to another DNS server.
Key Knowledge Areas:
* BIND 9.x configuration files, terms and utilities.
* Utilities to request information from the DNS server.
* Layout, content and file location of the BIND zone files.
* Various methods to add a new host in the zone files, including reverse zones.
Terms and Utilities:
* /var/named/
* zone file syntax
* resource record formats
* named-checkzone
* named-compilezone
* dig
* nslookup
* host

## Create and maintain DNS zones

DNS zone files are composed mostly by resources records (RR) Resource records must start in the first column of a line The order in which they appear is not important, but most people tend to follow the order in the DNS RFCs SOA (Start Of Authority) : indicates authority for this zone NS (NameServer) : lists a nameserver for this zone Other records :
A : name-to-address mapping PTR : address-to-name mapping CNAME (canonical name) : aliases Don't forget to create a zone for 127.0.0 ! Create and maintain DNS zones Usual zone file format :
Create and maintain DNS zones For reverse mappings : $TTL <ttl value> <reverse net addr>.in-addr.arpa. IN SOA <NS name>. <user.email>. ( <serial>; serial number <refresh>; refresh value <retry>; retry value <expire>; expire value <n-ttl>; negative caching TTL of 1 day <rev net addr>.in-addr.arpa. IN NS <authoritative NS name>. <rev net addr>.in-addr.arpa. IN NS <authoritative NS name>. ... <rev IP addr>.in-addr.arpa. IN PTR <fqdn>. <rev IP addr>.in-addr.arpa. IN PTR <fqdn>. ...
Key terms, files and utilities : Content of /var/named Zone file syntax Resources record formats Dig Nslookup Host
# LPI Linux Certification/Creating & Configuring File System Options
## Detailed Objectives (203.3)

(LPIC-2 Version 4.5)
Weight: 2
Description: Candidates should be able to configure automount filesystems using AutoFS. This objective includes configuring automount for network and device filesystems. Also included is creating filesystems for devices such as CD-ROMs and a basic feature knowledge of encrypted filesystems.
Key Knowledge Areas:
* autofs configuration files
* Understanding of automount units
* UDF and ISO9660 tools and utilities
* Awareness of other CD-ROM filesystems (HFS)
* Awareness of CD-ROM filesystem extensions (Joliet, Rock Ridge, El Torito)
* Basic feature knowledge of data encryption (dm-crypt / LUKS)
Terms and Utilities:
* /etc/auto.master
* /etc/auto.[dir]
* mkisofs
* cryptsetup
# LPI Linux Certification/Customising A Kernel
## Detailed Objective

Weight: 2
Description:
Candidates should be able to customise, build and install a 2.6 kernel for specific system requirements, by patching, compiling and editing configuration files as required. This objective includes being able to assess requirements for a kernel compile as well as build and configure kernel modules.
* Key knowledge area(s):
** Customize the current kernel configuration
** Build a new kernel and appropriate kernel modules
** Install a new kernel and any modules
** Ensure that the boot manager can locate the new kernel and associated files
** /usr/src/linux/
** Module configuration files
* The following is a partial list of the used files, terms and utilities:
** patch
** make
** module tools
** /usr/src/linux/*
** /usr/src/linux/.config
** /lib/modules/kernel-version/*
** /boot/*
** make targets: all, config, menuconfig, xconfig, gconfig oldconfig, modules, install, modules_install, depmod, rpm-pkg, binrpm-pkg, deb-pkg
# LPI Linux Certification/Customising System Startup & Boot Processes
## Detailed Objective (202.1)

(LPIC-2 Version 4.5)
Weight: 4
Description: Candidates should be able to query and modify the behaviour of system services at various targets / run levels. A thorough understanding of the systemd, SysV Init and the Linux boot process is
required. This objective includes interacting with systemd targets and SysV Init runlevels.
Key Knowledge Areas:
* Systemd
* SysV init
* Linux Standard Base Specification (LSB)
The following is a partial list of the used files, terms and utilities:
* /usr/lib/systemd/
* /etc/systemd/
* /run/systemd/
* systemctl
* systemd-delta
* /etc/inittab
* /etc/init.d/
* /etc/rc.d/
* chkconfig
* update-rc.d
* init and telinit
# IB Cultural Anthropology/The Nature of Anthropology/Fieldwork

So what is the goal of cultural anthropology? We are attempting to perform a holistic study of culture. How is this accomplished? Fieldwork.
Prior to modern anthropology, anthropologists did not come in contact with the cultures they studied. Instead, they relied on reports from explorers and missionaries. One of the first modern anthropologists, Edward Tylor, instead said to “go look.” But fieldwork is more than just observation of a culture. Mere observation is not science- there is no hypothesis, no test of any theories, and no practical use for the information. One must formulate a hypothesis about human behavior. One then tests this hypothesis in the field.
This is not to say that observation is unimportant. On the contrary, if there is no data to support one’s hypothesis, then one’s hypothesis is not scientific either.
One first must collect data about the culture. One must go into the field and live with the group for at least 18 months in order to gain an adequate understanding of the culture. This is called fieldwork.
There are many practical issues in fieldwork:
* Choosing a site - What sort of culture do you want to study? (European, African, Asian etc).
* What sort of climate do you want to work in? (The Netsilik might not be good if you don’t like the cold.)
* Is this group representative of the culture? Food, shelter, clothing, cleanliness, etc. Where and how does one go to the bathroom?
* Medical issues- You won’t be immune to the local diseases, get your vaccines in good time and remember some need boosting when you get back home.
* Pragmatic- Do men need a beard? (For the Tiwi, men do.) Respect of others way of life in most cases guarantees you the information you're after.
Back to The Nature of Anthropology
# IB Cultural Anthropology/The Nature of Culture

This chapter attempts to define culture and describe some general characteristics.

## Sections

* Definitions of Culture
* Characteristics of Culture
* Levels of Culture
* Enculturation
* Adaptation
* Functionalism
* Rights
# IB Cultural Anthropology/The Nature of Culture/Definitions of Culture

In order to meet the goal of cultural anthropology- understanding culture- there first must be a working definition of culture. There are, however, almost as many definitions of culture as there are anthropology texts. Though there is no single, accepted definition, there are several characteristics that most definitions agree upon from which one can draw a general idea as to what the concept of culture is.

## Definition

The first respected definition of culture was written by Sir Edward Tylor. He stated that culture is "that complex whole that includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of a society." In short, everything one does is a product of culture. However, culture is not only the behavior of an individual, but also the thought processes and perceptions of the world of an individual. A scientist, for example, might view a flower blooming in a radically different way from an artist. In addition to thought processes, culture needs to be able to be transmitted from generation to generation. Thus, culture must be something that can be learned. Essentially, we can for the purpose of this course state the basic definition of culture as:

## Tacit & Explicit Culture

This definition of culture pervades throughout the lives of its members- sometimes explicitly, sometimes in subtler forms. Explicitly, one knows that in American culture, forks go to the left of the plate and knives to the right. When setting the table, one might have to think to oneself to which side each utensil goes. More tacit culture, however, is the knowledge of which foods to use which utensils. One just ‘knows’ to eat a salad with a fork and soup with a spoon. One wouldn’t need to hesitate to decide as one might when setting the table. The more apparent aspects of one’s culture that a member can consciously identify are said to be part of the explicit culture. Subconscious and unconscious aspects of one’s culture are said to be part of the tacit culture.

## Ideal & Real Culture

In defining culture, one also needs to make a distinction between ideal and real culture. One might find, in creating a model of the rules a society follows, it is much easier to create a model based on the ideal culture. In the Yanomamo, for example, a model for marriage patterns would be very simple based on ideal culture- one should marry one’s cross cousin! However, the Yanomamo don’t live ideally, and neither does any other culture. The kinship status of some members may arbitrarily change so that they will be “cross-cousins” and therefore eligible marriage partners. Creating a model of this real culture is much uglier, but is the reality of the situation. In studying cultures anthropologically, one must take into account both the ideal and real versions of a culture.
Back to The Nature of Culture
# IB Cultural Anthropology/The Nature of Anthropology/Collecting Data

After one has chosen a site and culture to study, one must collect data and write a good, clean description of the culture. There are several ways to collect data about a culture:
* Participant observation
* Interviews
* Focus groups
* Surveys.

## Participant Observation

Participant observation is by far the most important technique to collect data, and indeed it is fundamental to modern anthropology. Participant observation underlies many of the other techniques of gathering data. Participant observation is what its name implies- learning about a culture by observing and interacting with it. For example, one might observe members of a group eating food a certain way. You then imitate this to see if it provokes a positive response (since you would now be eating food correctly). Through this method, you have learned more of how members of that culture eat.

## Interviews

Interviews are a more structured form of participant observation. One learns of the culture by questioning informants. An anthropologist will have a key informant who is responsible for most of the information the anthropologist learns. There are two different types of interviews- structured and unstructured. If an anthropologist asks every informant the same question, the interview is structured. In unstructured interviews (the more common of the two), the anthropologist may begin with the same question, but will let the conversation take its course, so the topic can end up at any aspect of the culture.

## Focus Groups & Surveys

Focus groups and surveys are rarer in anthropology. Focus groups are rather like structured interviews, but instead of a one-on-one conversation with the anthropologist, the focus group consists of six to eight people. Surveys are the rarest form of data collection in anthropology because it requires that the studied people be literate.

## Security

While collecting data, one must take copious notes, but also must remember to take ethics into account. One might need to use false names or code one’s data some other way. For political and social reasons, anthropology has lots of unpublished data. Whatever technique you use, make sure you are aware you are using it!

## Culture Shock

Fieldwork is not easy. When you first live with a new culture, you know nothing of that culture and must adjust. People tend to think you are stupid because you don’t know the basic skills people of that culture know- how to build boats, houses, etc. This inability to perform the proper actions and predict the actions of others creates a rather unpleasant feeling called culture shock. Culture shock lasts for several months, but disappears after you begin to understand the culture better.
Back to The Nature of Anthropology
# IB Cultural Anthropology/The Nature of Anthropology

This chapter attempts to explain the general structure, methods and goals of the discipline of anthropology and cultural anthropology.

## Sections

* Fields of Anthropology
* Fieldwork
* Collecting Data
* Analyzation of Data
* Paradigm of Anthropology
# IB Cultural Anthropology/The Nature of Anthropology/Paradigm of Anthropology
## Definition

All disciplines have assumptions. Empirical sciences are data-based and assume that theories can be formulated to explain that data. Empirical sciences also assume that data is neutral- which it is not. A paradigm is a result of these assumptions- it is the existing beliefs, practices, and general perspective of a discipline. The paradigm of a discipline is expressed through various products of the discipline such as laws, theories, generalizations, methods of collecting data, and methods of evaluating data.

## Paradigm Shift

Findings that do not fit within the existing paradigm may cause a paradigm shift may occur. This happened with Einstein’s theory of relativity. It was previously believed that time was constant throughout the universe. Einstein showed that it was not, so the paradigm shifted- now the belief is that time is a dimension like space.

## The Paradigm of Cultural Anthropology

* Anthropology is comparative.
** It is comparative synchronically and diachronically.
** Ethnography is the short term goal of data. Ethnology is the long term goal.
* Anthropology and culture are holistic.
** A change of one small aspect of a culture will ripple through to the rest of the culture.
* Multiple systems and processes for an action.
** E.g. there are many reasons why different people don’t do the same action of smoking- health, affordability, cosmetic reasons, etc.
* Emic & Etic
** To wholly understand a culture, it must be observed through both an emic and etic perspective.
* Case studies must be made using participant observation.
Back to The Nature of Anthropology
# IB Cultural Anthropology/The Nature of Culture/Adaptation

On their own, humans are not very good at surviving. Humans have weak muscles relative to their size and even the few they have are not very agile. They lack a strong hide and do not have much fur. In fact, humans are physically inferior to nearly every other species on the planet. The evolutionary trait that humans have grown to compensate for this physical weakness is culture. Culture provides humans with the knowledge of how to survive in their environment. Methods for food-getting and creating shelter are purely cultural traits- humans are not born with this knowledge.
Because environments change over time, the culture living in that environment, too, must change over time. Because cultures must constantly adapt to meet the changing needs of societies, cultures are dynamic systems. Anthropologists often take this into account and periodically update ethnographies with an extra chapter dedicated to changes in the culture since the ethnography was written.
Back to The Nature of Culture
# Life in the Open Ocean/Seasons in the sea

Phytoplankton convert energy from sunlight into food for zooplankton. Zooplanton become food for larger animals. Phytoplankton need sunlight and nutrients to grow. In winter nutrients are abundant, but light is limited. In spring more light penetrates surface waters and phytoplankton grow rapidly. In the summer phytoplankton growth stops becauses the sun warms surface waters and the cooler, denser depths are not stirred up and there is no mixing of the layers that could replenish nutrient.
# Life in the Open Ocean/Webquests

Webquest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet.
* Plankton
* WebQuest Template 1
* The WebQuest Page
# Life in the Open Ocean

Ocean ecology
* Webquests
* Ocean Currents
* Phytoplankton
* Seasons in the sea
* Ocean Currents
# Libreboot/Introduction

Libreboot is a coreboot distribution (distro) with proprietary software removed, intended to be a free (libre) 'BIOS' replacement for your computer. The project is aimed at users, attempting to make coreboot as easy to use as possible. Learn more about libreboot.
'Free' in this sense refers to freedom (liberty); read the full Free Software definition.
This is an unofficial wiki, documenting libreboot. The aim is to help people install libreboot on their computers. Information about libreboot can be found on the libreboot project homepage.

# Stable releases

http://libreboot.org/docs/release.html
Installation instructions: http://libreboot.org/docs/install/index.html

# Bleeding edge

Here is how you build libreboot from git in Trisquel 7 (x86_64 highly recommended):
ROM images will be under bin/
That's all. Optional (after completing the steps above):
Archives will be under release/
Building on x86_64: The libreboot_util.tar.xz archive won't contain static ARM or i686 binaries for bucts/flashrom. release/tobuild.tar.xz contains the sources for you to build on these systems.
Building on i686: The libreboot_util.tar.xz archive will not contain x86_64 binaries for any of the utilities, and will not contain static ARM binaries for flashrom. release/tobuild.tar.xz contains the sources for you to build on these systems.
Libreboot will support cross compiling these utilities later.
The libreboot project also provides snapshots (regularly updated) built from the steps above. These can be found linked to on the libreboot project homepage.
Instructions above are based on http://libreboot.org/gitdocs/git/index.html
Installation instructions can be found at http://libreboot.org/gitdocs/install/index.html
# Life in the Open Ocean/Webquests/WebQuest Plankton
## Introduction

This is an example sdsfdsdsdsfds

## The Task

Describe crisply and clearly what the end result of the learners' activities will be.
The task could be a:
* problem or mystery to be solved;
* position to be formulated and defended;
* product to be designed;
* complexity to be analyzed;
* personal insight to be articulated;
* summary to be created;
* persuasive message or journalistic account to be crafted;
* a creative work, or anything that requires the learners to process and transform the information they've gathered.
If the final product involves using some tool mention it here.
Remember to link to all appropriate words in Wikipedia with the prefix w: Example: plankton

## The Process

To accomplish the task, what steps should the learners go through? Remember that this is addressed to the student so describe the steps using the second person.
* First you'll be assigned to a team of 3 students...
* Once you've picked a role to play....
* ... and so on.
Learners will access the on-line resources that you've identified as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process.
In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about.

## Evaluation

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.

## Conclusion

Put a couple of sentences here that summarize what they will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson.

## Credits & References

List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well.

## Authors

Put here name and other information about designers and authors of this webquest.
Based on a template from The WebQuest Page
>>>𝚘𝚗𝚎 𝚘𝚏 𝚝𝚑𝚎 𝚊𝚞𝚝𝚑𝚘𝚛𝚜 𝚝𝚘 𝚋𝚎 𝚊𝚌𝚔𝚗𝚘𝚠𝚕𝚎𝚐𝚍𝚎𝚍 𝚒𝚗 𝚝𝚑𝚒𝚜 𝚙𝚑𝚛𝚊𝚜𝚎 𝚒𝚗𝚌𝚕𝚞𝚍𝚎: 𝙼𝚛 𝙳𝚕𝚘𝚍𝚕𝚘 𝙼𝚛 𝚞𝚜𝚍𝚏𝚍𝚏 𝙰𝚗𝚍 𝙸𝚙 𝚖𝚊𝚗
# Introduction to Mathematical Physics/Electromagnetism/Electromagnetic interaction
## Electromagnetic forces

Postulates of electromagnetism have to be completed by another postulate that deals with interactions:
Postulate:
In the case of a charged particle of charge $q$, Electromagnetic force applied to this particle is:
$f=qE+qv\wedge B$
where $qE$ is the electrical force (or Coulomb force) \index{Coulomb force} and $qv\wedge B$ is the Lorentz force. \index{Lorentz force}
This result can be generalized to continuous media using Poynting vector.\index{Poynting vector}
secenergemag

## Electromagnetic energy, Poynting vector

Previous postulate using forces can be replaced by a "dual" postulate that uses energies:
Postulate:
Consider a volume $V$. The vector $P=E\wedge H$ is called Poynting vector. It is postulated that flux of vector $P$ trough surface $S$ delimiting volume $V$, oriented by a entering normal is equal to the Electromagnetic power ${\mathcal {P}}$ given to this volume.
Using Green's theorem, ${\mathcal {P}}$ can be written as:
${\mathcal {P}}=\int \!\!\!\int E\wedge Hnds=-\int \!\!\!\int \!\!\!\int {\mbox{ div }}(E\wedge H)d\tau$
which yields, using Maxwell equations to:
${\mathcal {P}}=\int \!\!\!\int \!\!\!\int H{\frac {\partial B}{\partial t}}+E.j+E{\frac {\partial D}{\partial t}}d\tau$
Two last postulates are closely related. In fact we will show now that they basically say the same thing (even if Poynting vector form can be seen a bit more general).
Consider a point charge $q$ in a field $E$. Let us move this charge of $dr$. Previous postulated states that to this displacement corresponds a variation of internal energy:
$\delta U=\int E\delta Dd\tau$
where $dD$ is the variation of $D$ induced by the charge displacement.
Theorem:
Internal energy variation is:
$\delta U=-f\delta r$
where $f$ is the electrical force applied to the charge.
Proof:
In the static case, $E$ field has conservative circulation (${\mbox{ rot }}E=0$) so it derives from a potential. \medskip Let us write energy conservation equation:
$\delta U=\int E\delta Dd\tau$
$\delta U=\int -{\mbox{ grad }}(V)\delta Dd\tau$
$\delta U=\int V{\mbox{ div }}(\delta D)d\tau -\int {\mbox{ div }}(V\delta D)d\tau$
Flow associated to divergence of $V\delta D$ is zero in all the space, indeed $D$ decreases as $1/r^{2}$ and $V$ as $1/r$ and surface increases as $r^{2}$. So:
$\delta U=\int V\delta \rho d\tau$
Let us move charge of $\delta r$. Charge distribution goes from $q\delta (r)$ to $q\delta (r+dr)$ where $\delta (r)$ is Dirac distribution. We thus have $d\rho (r)=q(\delta (r+\delta r)-\delta (r))$. So:
$\delta U=\int \!\!\!\int \!\!\!\int qV(r)(\delta (r+\delta r)-\delta (r))d\tau$
thus
$\delta U=qV(r+\delta r)-qV(r)$
$\delta U={\mbox{ grad }}(qV)\delta r$
Variation is finally $\delta U=-fdr$. Moreover, we prooved that:
$f=-{\mbox{ grad }}(qV)=qE$