OpenLLM-France/wikimedia huggingface dataset:
# Peeragogy Handbook/How to use this Handbook

Author: Howard Rheingold
This document is a practical guide to online co-learning, a living document that invites comment and invites readers to join the community of editors; the document does not have to be read in linear order from beginning to end.
If you and a group of other people want to use digital media and networks to co-learn together, this handbook is a practical tool for learning how to self-organize peer learning -- what we call "peeragogy." Material about conceptualizing and convening co-learning -- the stuff about getting started -- is located toward the top of the table of contents. Material about assessment, resources, use cases is located toward the bottom of the TOC. But you don't have to read it in sequential order. Hop around if you'd like. We think -- and some research seems to support -- that understanding how co-learning works will help you do co-learning more effectively. So we've included material about learning theories that support peer learning or that reveal useful characteristics of successful peer learning. For those who want to delve more deeply into the empirical research and scholarship, we've linked to a sister document -- a literature review of learning theory related to peeragogy. For those who want to study more deeply about the aspects of peer learning we summarize in our articles, we provide a list of links to related handbook articles, and a set of resources for further study. Think of our pages as both places to start and as jumping off points.
The short videos, most of them under one minute long, at the very beginning of many articles are meant to convey a sense of what the article and its supporting material is meant to convey.
If you want to see how we go about creating a handbook entry, see our guide for newcomers.If you don't want to go as far as joining the community of editors, please feel free to use the comment thread attached to each page to suggest changes and/or additions.
# Peeragogy Handbook V1.0/Following the money
### Summary

   The metrics for learning in corporations are business metrics based on financial data. Managers want to know: "Has the learning experience enhanced the workers' productivity?"

## Follow the money

When people ask about the ROI of informal learning, ask them how they measure the ROI of formal learning. Test scores, grades, self-evaluations, attendance, and certifications prove nothing. The ROI of any form of learning is the value of changes in behavior divided by the cost of inducing the change. Like the tree falling over in the forest with no one to hear it, if there’s no change in behavior over the long haul, no learning took place. ROI is in the mind of the beholder, in this case, the sponsor of the learning who is going to decide whether or not to continue investing. Because the figure involves judgment, it’s never going to be accurate to the first decimal place. Fortunately, it doesn’t have to be. Ballpark numbers are solid enough for making decisions.
Assessing Workplace Learning from Jay Cross on Vimeo.
The process begins before the investment is made. What degree of change will the sponsor accept as worthy of reinvestment? How are we going to measure that? What’s an adequate level of change? What’s so low we’ll have to adopt a different approach? How much of the change can we attribute to learning? You need to gain agreement on these things beforehand. Monday morning quarterbacking is not credible. It’s crazy to assess learning immediately after it occurs. You can see if people are taking part or if they’re complaining about getting lost, but you cannot assess what sticks until the forgetting curve has ravaged the learners’ memories for a few months. Without reinforcement, people forget most of what they learn in short order. It’s beguiling to try to correlate the impact of learning with existing financial metrics like increased revenues or better customer service scores. Done on its own, this approach rarely works because learning is but one of many factors that influence results. Was today's success due to learning or the ad campaign or weak competition or the sales contest or something else? The way to assess how people learn is to ask them. How did you figure out how to do this? Who did you learn this from? How did that change your behavior? How can we make it better? Too time consuming? Not if you interview a representative sample. For example, interviewing less than 100 people out of 2000 yields an answer within 10% nineteen times out of twenty, a higher confidence level than most estimates in business. Interviewing 150 people will give you the right estimate 99% of the time.
# Legal and Regulatory Issues in the Information Economy/Introduction
## Introduction from the author

As the Internet’s sphere of influence as a communications network widens to include commercial and other exchanges, legal authorities have become more interested in asserting authority over it and the activities of those who use it. The legal questions arising from the increasingly complex world of the Internet has raised questions about the role and the rule of law in this new domain. These concerns range from the nature of self-identity to national sovereignty.
This primer aims to help developing nations define and determine their requirements for shaping appropriate e-commerce legislation, as well as corresponding regulatory and institutional frameworks that balance such complex issues as competition, privacy, consumer protection, equal access/opportunity and intellectual property.
The primer also discusses the implications for developing countries in the Asia Pacific of failure to or delay in putting in place the appropriate legal/policy and regulatory infrastructure necessary for them to participate in the information economy.
# Legal and Regulatory Issues in the Information Economy/Preface
## Preface to the First Edition

One of the many challenges facing the countries in the Asia-Pacific today is preparing their societies and governments for globalization and the information and communication revolution. Policy-makers, business executives, NGO activists, academics, and ordinary citizens are increasingly concerned with the need to make their societies competitive in the emergent information economy.
The e-ASEAN Task Force and the UNDP Asia Pacific Development Information Programme (UNDP-APDIP) share the belief that with enabling information and communication technologies (ICTs), countries can face the challenge of the information age. With ICTs they can leap forth to higher levels of social, economic and political development. We hope that in making this leap, policy and decision-makers, planners, researchers, development practitioners, opinion-makers, and others will find this series of e-primers on the information economy, society, and polity useful.
The e-primers aim to provide readers with a clear understanding of the various terminologies, definitions, trends, and issues associated with the information age. The primers are written in simple, easy-to-understand language. They provide examples, case studies, lessons learned, and best practices that will help planners and decision makers in addressing pertinent issues and crafting policies and strategies appropriate for the information economy.
The present series of e-primers includes the following titles:
* The Information Age
* Nets, Webs and the Information Infrastructure
* e-Commerce and e-Business
* Legal and Regulatory Issues for the Information Economy
* e-Government,
* ICT and Education
* Genes, Technology and Policy: An Introduction to Biotechnology
These e-primers are also available online at http://www.eprimers.org and http://www.apdip.net.
The primers are brought to you by UNDP- APDIP, which seeks to create an ICT enabling environment through advocacy and policy reform in the Asia-Pacific region, and the e-ASEAN Task Force, an ICT for development initiative of the 10-member Association of Southeast Asian Nations. We welcome your views on new topics and issues on which the e-primers may be useful.
Finally, we thank all who have been involved with this series of e-primers-writers, researchers, peer reviewers and the production team.
| Roberto R. Romulo Chairman (2000-2002) e-ASEAN Task Force Manila, Philippines | Shahid Akhtar Program Coordinator UNDP-APDIP Kuala Lumpur, Malaysia http://www.apdip.net |
# Legal and Regulatory Issues in the Information Economy/The Rule of Law and the Internet
## The Rule of Law and the Internet

As technology grows by leaps and bounds, the laws have to be made more responsive to changing times. The lack of a legal framework, in many jurisdictions, to address problems of validity of electronic transactions is a significant barrier to the growth of e-commerce. For one thing, while there are laws on contracts and other business transactions, these require written, signed, or so-called “first” documents. In e-commerce transactions, however, electronic data or documents or digitally signed contracts make up the whole transaction.
To address this conundrum, the United Nations Commission on International Trade Law (UNCITRAL) has drafted a model law on e-commerce that can serve as a guide for governments when they draft their own e-commerce laws.

## What principles underpin the UNCITRAL Model Law?

The UNCITRAL Model Law operates on the following principles:

### Equivalence

    Electronic communications shall be the functional equivalent of paper-based documents. Given proper standards, electronic documents can be treated and given the same value as paper documents.

### Autonomy of contracts

    Contracts may be in the form of electronic documents. However, this should not result in a change in the substantive terms and conditions of a transaction.

### Voluntary use of the electronic communication

    Parties may choose to enter into an electronic transaction or not at all. It is not mandatory.

### Solemnity of the contract and the primacy of statutory requirements respecting formalities of contracts

    The requirements for a contract to be valid and enforceable, such as notarization, remain the same.

### Application to form rather than substance

    The law should be applicable to the form rather than the substantive terms of the contract. Whatever statutory elements are required to be present must still be present, e.g., consent freely given, an object, cause or consideration.

### Primacy of consumer protection laws

    Consumer protection laws may take precedence over the provisions of the Model Law.

## What kind of protection does the Model Law seek to provide?

The Model Law hopes to provide adequate legal protection for those who wish to engage in e-commerce. It ensures that electronic transactions are legally recognized and that a course of action, if necessary, is available and may be taken to enforce transactions entered into electronically.
# Legal and Regulatory Issues in the Information Economy/Further Reading

* Baumer, David and J. Carl Poindexter. 2001. Cyberlaw and e-commerce. McGraw-Hill/Irwin.
* Berners-Lee, Tim. 1999. Weaving the Web: the original design and ultimate destiny of the World Wide Web by its inventor. Harper San Francisco.
* Black, Sharon K. 2001. Telecommunications law in the Internet age.1stedition. Morgan Kaufmann.
* Casey, Eoghan. 2000. Digital evidence and computer crime. Academic Press.
* Ferrera, Gerald R. et al. 2000. Cyberlaw: text and cases. 1st edition. South-Western College Pub.
* Girasa, Rosario. Cyberlaw: National and International Perspectives.
* Hiller, Janine and Ronnie Cohen. 2002. Internet Law and Policy. 1st edition. Prentice Hall.
* Hitcock, David. Patent searching made easy: how to do patent searching on the Internet and in the library. 2nd edition. Nolo Press.
* Isenberg, Doug. 2002. GigaLaw guide to Internet law. Random House.
* Lessig, Lawrence. 1999. Code and other laws of cyberspace. New York: Basic Books.
* Lessig, Lawrence. 2001. The future of ideas: the fate of the commons in a connected world. New York: Random House.
* Litman, Jessica. 2001. Digital copyright. Amherst, NY: Prometheus Books.
* Rosenberg, Donald K. (2000). Open source: the unauthorized white papers. John Wiley & Sons.
* Stallman, Richard, Lawrence, Lessig and Joshua Gay. (2002). Free software, free society: Selected essays of Richard Stallman. Free Software Foundation.
* Vaidhyanathan, Siva. 2001. Copyrights and copywrongs: the rise of IP and how it threatens creativity. New York University Press.
# Learning anatomy/Artery

Cardiovascular system
* Heart
* Artery
* Arteriole
* Capillary
* Venule
* Vein
_______________________________________________________________________
Heart - Arteriole

## Anatomy

The arteries are made up of 3 layers which are the intima, media, and adventitia. The artery is made up of the endothelium, smooth muscle, and epithelium.

## Function

The arteries move oxygenated blood away from the heart and to the entire body.
# Learning anatomy/Capillary

Cardiovascular system
* Heart
* Artery
* Arteriole
* Capillary
* Venule
* Vein
_______________________________________________________________________
Arteriole - Vein

## Anatomy

The capillaries are broken into 3 types which are the continuous, fenestrated, and sinusoidal capillaries.

## Function

The capillaries move blood from the arterioles to the venules.
# Learning anatomy/Arteriole

Cardiovascular system
* Heart
* Artery
* Arteriole
* Capillary
* Venule
* Vein
_______________________________________________________________________
Artery - Capillary

## Anatomy

Just like the arteries, the arterioles have 3 layers called the adventitia, media, and intima.

## Function

The arterioles move blood from the arteries to the capillaries.
# Learning anatomy/Anorectum

Large bowel - Liver

## Anatomy

The rectum and anus connect the large intestine to the external body. There is also an anal canal that goes between them.

## Defecation

The function of the rectum and anus is defecation. In this section, you will learn about the defecation reflex. The rectum stores the feces that the colon made. The nerve signals then tell the brain that you need to go into the bathroom. Then the feces go into the anus. There are 2 sphincters. The first is the internal sphincter and we can't control it. The last one is the external sphincter and we control it. Babys can't control their external sphincter so they do it in their diapers.
# Learning anatomy/Bone
## Anatomy

The parts of the bone are the periosteum, compact bone, and spongy bone.

## Function

Bones help to support muscles, protect organs, and even hold your teeth. Bones help so that we wouldn't be 1 flat puddle on the ground.
# Learning Theorists/Leon Festinger

Leon Festinger (1919 - 1989) was a social psychologist who published the book A Theory of Cognitive Dissonance in 1957. This followed his controversial book When Prophecy Fails in 1956. Festinger's Cognitive Dissonance theory continues to be referenced in peer reviewed journals.
# Learning anatomy/Biliary tract

Accessory organs
* Liver
* Biliary tract
* Pancreas exocrine
* Pancreas endocrine
* Kidney
_______________________________________________________________________
Liver - Pancreas exocrine

## Anatomy

The biliary tract is made up of the liver, gallbladder, and bile ducts.

## Function

The hepatocytes make bile. After that, the bile goes into the bile canaliculi and then the bile goes into the interlobular ducts and then the bile goes into the intrahepatic ducts and then the bile moves into the right and left hepatic ducts and then the bile moves into the common hepatic duct and then the bile goes into the cystic duct and then the bile goes into the gallbladder. The gallbladder stores bile until needed. When needed, cholecystokinin triggers the bile to go out of the gallbladder and then into the common bile duct. Then the bile moves into the duodenum where the bile emulsifies fat.
# Guitar/Circle of Fifths Table

| Key G mayor with minor parallel | Key G mayor with minor parallel | Key G mayor with minor parallel |
# Guitar/Chord shapes short definition

Chord shapes (short definition) :
| basic chord | Chord shape | basic chord | Chord shape |
# Guitar/Chord changes from D to A/Song Examples
### (1) Chord changes from D to A and 4/4-strumming patterns

* Play a chord for one bar
* A '-' means play the chord for another bar
* (!!!) means easy song for practicing.
* He's got the whole world (!!!)
* Rock My Soul more examples
* YT Achey breaky heart (Billy Ray Cyrus)
* YT Bruttosozialprodukt (Geier Sturzflug) A - D -
* YT Polly Wolly Doodle
* YT Eisgekühlter Bommerlunder (Tote Hosen) D - - A , A - - D (!!!)
* YT Jambalaya (Hank Williams)
* YT Kreuzberger Nächte sind lang (Gebrüder Blattschuss) D - - A , A - - D
* YT Lord of the Dance (T+M: Sidney Carter 1963) D D A A | D D A D | D D D A | D D A D
* YT Das Lummerlandlied (Augsburger Puppenkiste) D- A--- D-
* YT Mendocino (Sir Douglas Quintet) D - - -, A - - -, - - D -
* YT Roadrunners (The Modern Lovers)
* YT Tulsa Time (Don Williams)
# Guitar/Chord changes from G to D/Song Examples
### (2) Chord changes from G to D and Railway and Western Pattern

* When the Saints Go Marching In
* Sloop John B • YT Sloop John B. More examples
* YT Milorad (Edith Piaf) (Chorus)
* YT Follow Me (Uncle Kracker) D (G A) D (G D)
* YT Down On The Corner (CCR) D - A D (2x) G - D -; D - A D | G D A D (2x)
* YT Rock Around the Clock (Bill Haley) Intro:D - - - Verse; D - - - G - D - A G D - (Blues scheme in D)
* YT Rockin All Over The World (Status Quo) D D G G D A D D
* YT Still Haven't Found What I'm looking for (U2) //: D - - - G - D - :// //: A G D - :// (3/4-Takt)
* YT This Land Is Your Land (D) G - D -, A - D -, G - D -, A - D -
* YT Walk of Life (Dire Straits) (Original: Capo 2. Fred) The change of G-A or A-G can wait until lesson 7.
* YT Hound Dog (Elvis Presley / Big Mama Thornton) D - - - G - D - A G D - (Blues scheme in D)
* YT The First Cut Is The Deepest (Sheryl Crow) D A G A
# Guitar/E-bow

The E-bow is a device that causes your string to vibrate without it being plucked, almost like a violin bow makes a violin string vibrate. It requires a dramatically different technique to play, as it basically replaces your pick. Furthermore, due to its true sustain capability, it is possible to actually slide up and down along the string without the loss of volume.
The Ebow is basically a self-contained amplifier with sensing coils and driving coils, using the concept of audio feedback. When placed over a string, the driver coil causes it to vibrate, which is picked up by the sensing/input coil. The electrical signal is then amplified by an opamp and produces a varying magnetic field of the same frequency in the driver coil, which then feeds a magnetic field of the same resonant frequency back to the string, thus sustaining its vibration.
* The ebow is easiest to use when using a humbucker in neck position, as it provide twice the available effective surface when compare to a single coil. If a single coil sound is desired, you would need to be able to provide an alternative wiring such that the coils can be connected in parallel; one such case would be the Ibanez H-H configuration. Alternatively, you can use a "two-single coil" positions (such as position 2 and 4 on a Stratocaster).
* Use the pilot light to position the ebow.
* If the guitar side is not on full volume, the ebow may take 10ms before it takes effect; this is especially true on the higher strings.
* Due to the sustain, the guitar may sound more monotone then a normal picking if you just keep it over the hotspot. Remember to move back and forth away from the hotspot to make it sound more natural.
* Be careful when moving from string to string, as the two stop-grooves may move the string side to side, providing a mismatch of string to the driver groove.

## Harmonic mode

The harmonic mode of the PlusEBow occurs due a reverse in polarity of the output coil, which dampens the fundamental frequency of the string and accentuate the harmonics, which are driven more. Thus, many normally unachievable harmonic notes are also available. However, the harmonic mode will only produce a different timbre of the fundamental note while used on 1st (e) and 2nd (B) string, as well as the higher notes on 3rd (G string).
In harmonic mode, whether to slide into the note or fret it normally will easily change the timbre of the sound. Sliding will keep the tone from before, but fretting it will easily change it. Generally, when a note is fretted close to the bridge, the note will have more bass than one that is fretted close to the nut.
# Java Web Application Development With Click Framework/Velocity

Velocity is a Java-based template framework which provides the HTML rending engine for Click. Velocity is very easy to learn, simple to use, and is also very capable.
Velocity is an open source Apache project licensed using the [LICENSE.txt Apache] Software License.
Velocity's comprehensive online documentation is included in this distribution.
* Velocity user's guide
* Velocity developer's configuration guide
* Velocity Template Language (VTL) reference guide

## Object References

With Click you add objects to your page template using the Page's model. You can then access these objects using Velocity's $ reference notation. By default the ClickServlet adds the following objects to page templates:
* any public Page fields using the field's name
* context - the Servlet context path, e.g. /mycorp
* cssImports - the CSS imports and style blocks to include in the page's header.
* format - the Format object for formatting the display of objects.
* imports - the CSS and JavaScript imports to include in the page's header.
* jsImports - the JavaScript imports and script blocks to include in the page's footer.
* messages - the MessagesMap adapter for the Page getMessage method.
* path - the path of the page template to render.
* request - the page's HttpServletRequest object.
* response - the page's HttpServletResponse object.
* session - the SessionMap adapter for the user's HttpSession.
In your page templates you can access object references using a dot path notation. For example:
    Welcome: $[../click-api/net/sf/click/util/SessionMap.html session].user.fullName
Or by using a more explicit Java notation:
    Welcome: $[../click-api/net/sf/click/util/SessionMap.html session].get("user").getFullName

## Directives

In Velocity directives are prefixed by a # symbol. While references access stuff, directives do stuff. The full set of Velocity directives are:
* #if #elseif #else - output conditional on truth of statements.
* #foreach - loops through a list of objects.
* #macro - allows users to define a Velocimacro (VM), a repeated segment of a VTL template, as required.
* #set - establishes the value of a reference.
* #include - renders local file(s) that are not parsed by Velocity.
* #parse - renders a local template that is parsed by Velocity.
* #stop - stops the template engine.
# Javagony/Authors & Contributors

This list is updated automatically by AuthorsAndContributorsBot. Please do not update it manually.
# Javagony
## Table of Contents

* Preface
* Conditions: Comparing 2 numbers
* For loop
* Other conditions and loops
* Common programming problems in Javagony
* Conclusions
* External links
* Authors & Contributors