OpenLLM-France/wikimedia huggingface dataset:
# Chemicals/Iodines

Subject to atmospheric pressure and temperature, iodine can be gaseous, liquid, or solid.

## Solids

The heaviest of the stable halogens, iodine exists as a semi-lustrous, non-metallic solid at standard conditions that melts to form a deep violet liquid at 114 °C (237 °F), and boils to a violet gas at 184 °C (363 °F).

## Resources

* Chemicals/Actinides
* Chemicals/Aluminums
* Chemicals/Berylliums
* Chemicals/Leads
* Chemicals/Lithiums
* Chemicals/Nickels
* Chemicals/Thoriums
# Chemicals/Neons

Neon is a noble gas.

## Emissions

Neon has many lines across the red.
Like fluorine, neon has at least fourteen emission and absorption lines or bands from the cyan to the violet.

## Oceans

"We analyze helium (He) and neon (Ne) isotope data sets from the southeast Pacific sector of the Southern Ocean collected in 1992 and 1994 and describe a new method to estimate glacial meltwater fluxes independent of previous approaches."

## Glaciology

"$^{21}$Ne exposure ages [are] of erosional glaciogenic rock surfaces on nunataks in northern Victoria Land, Antarctica: i) in the Prince Albert Mountains and ii) near Mesa Range. These nunataks are located directly at the margin of the polar plateau and therefore provide an immediate record of ice volume changes of the East Antarctic Ice Sheet, not biased by ice shelf grounding or narrow valley sections downstream the outlet glaciers. The sampling locations overlook the present ice surface by less than 200 m, but were last covered by ice 3.5 Ma BP (minimum age, not corrected for erosion). This strongly indicates that the ice sheet has not been substantially thicker than today since at least the early Pliocene, which supports the hypothesis of a stable East Antarctic Ice Sheet."

## Resources

* Chemicals/Actinides
* Chemicals/Aluminums
* Chemicals/Berylliums
* Chemicals/Leads
* Chemicals/Lithiums
* Chemicals/Nickels
* Chemicals/Thoriums
# Chemicals/Lithiums/Quiz

Lithiums is an effort, in a lecture format, to describe the chemicals of the element lithium.
You are free to take this quiz based on the lecture/article lithiums at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{chemistry resources}} and {{geology resources}} templates. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* There is at least one chemical unique to Earth.
# Chemicals/Mineraloids/Quiz

Mineraloids is a lecture from the school of geology and the chemistry school. It is about substances that does not show or have crystallinity that occur in and compose astronomical objects including the Earth.
You are free to take this quiz based on mineraloids at any time.
To improve your scores, read and study the lecture, the links contained within, listed under See also and External links, and in the {{radiation astronomy resources}}, {{chemistry resources}} and {{geology resources}} templates. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information using more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Mineraloids are a generic for formation conditions.
# Chemicals/Materials/Quiz

Materials is an effort, in a lecture format, to describe the chemicals of materials.
You are free to take this quiz based on the lecture materials at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{chemistry resources}} and {{geology resources}} templates. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* There is at least one chemical unique to Earth.
# Chemicals/Kryptons

Krypton is a chemical element that is a colorless, odorless, tasteless noble gas that occurs in trace amounts in the Earth's atmosphere.

## Plasmas

Glass tubes, with a wire wound over each directs the plasma flow.

## Gases

Krypton is a noble gas.

## Liquids

Liquid krypton is used to construct quasi-homogeneous electromagnetic calorimeters, for example, the calorimeter of the NA48 experiment at CERN containing about 27 tonnes of liquid krypton.

## Solids

Solid krypton is white and has a face-centered cubic crystal structure, which is a common property of all noble gases (except helium, which has a hexagonal close-packed crystal structure).

## Isotopes

Krypton has 5 stable isotopes (80, 82, 83, 84, 86).
Naturally occurring krypton in Earth's atmosphere is composed of five stable isotopes, plus one isotope ($^{78}$Kr) with such a long half-life (9.2×10$^{21}$ years) that it can be considered stable. (This isotope has the second-longest known half-life among all isotopes for which decay has been observed; it undergoes double electron capture to $^{78}$Se). In addition, about thirty unstable isotopes and nuclear isomers are known. Traces of $^{81}$Kr, a cosmogenic nuclide produced by the cosmic ray irradiation of $^{80}$Kr, also occur in nature: this isotope is radioactive with a half-life of 230,000 years. Krypton is highly volatile and does not stay in solution in near-surface water, but $^{81}$Kr has been used for radiometric dating old (50,000–800,000 years) groundwater.

## Atmospheres

Krypton-85 ($^{85}$Kr) is an inert radioactive noble gas with a half-life of 10.76 years, produced by the nuclear fission of uranium and plutonium, such as in nuclear bomb testing and nuclear reactors. $^{85}$Kr is released during the reprocessing of fuel rods from nuclear reactors. Concentrations at the North Pole are 30% higher than at the South Pole due to convective mixing.

## Resources

* Chemicals/Actinides
* Chemicals/Aluminums
* Chemicals/Berylliums
* Chemicals/Leads
* Chemicals/Lithiums
* Chemicals/Nickels
* Chemicals/Thoriums
# Cisco IOS/show ip ssh
## Activities

* Execute show ip ssh on your router. Compare output with example and understand output.
* Cisco IOS/Configure public RSA key authentication
# Cisco IOS/Configure public RSA key authentication

Main Command: ip ssh pubkey-chain
Configuration Example in Linux:
1. Generate your key if you do not have already one: ssh-keygen
2. Split your key in 72 characters lines: fold -b -w 72 ~/.ssh/id_rsa.pub and copy output removing ssh-rsa and last part: username@hostname
3. Configure switch/router
View config:
Posible errors: %SSH: Failed to decode the Key Value. Make sure you split your key on multiple lines with fold command

## Related Activities

* Cisco IOS/Associate a user with default higher privileges using username command
# Cisco Networking/CCENT

Cisco Certified Entry Networking Technician (CCENT) includes ability to install, operate and troubleshoot a small enterprise branch network, including basic network security.
This course comprises 15 lessons covering Cisco networking. Each lesson includes a combination of Wikipedia and Cisco readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for Cisco CCENT (Interconnecting Cisco Networking Devices Part 1) certification.

## Preparation

This is a fourth-semester, college-level course. Learners should already be familiar with introductory computer networking concepts and Internet protocols.

## Lessons

* Networking Models
* Ethernet LANs
* IP Addressing
* Subnetting
* Lab Setup
* IOS Basics
* Remote Management
* Network Services
* Static Routing
* Dynamic Routing
* Switching
* VLANs
* Security
* Access Control Lists
* Troubleshooting

## See Also

* Computer Networks
* CCNA
* CCNA Voice
* CCNP
* CCVP
# Cisco IOS/show ssh

Reference: https://www.cisco.com/c/en/us/td/docs/ios-xml/ios/sec_usr_ssh/configuration/15-s/sec-usr-ssh-15-s-book/sec-secure-shell-v2.html
# Cisco Networking/CCENT/Collection
## Cisco CCENT
### Learning Guide

This learning guide supports the Wikiversity course Cisco CCENT, available at http://en.wikiversity.org/wiki/Cisco_Networking/CCENT.

## Overview

Cisco Networking/CCENT/Collection/Sidebar
Cisco Certified Entry Networking Technician (CCENT) includes ability to install, operate and troubleshoot a small enterprise branch network, including basic network security.
This course comprises 15 lessons covering Cisco networking. Each lesson includes a combination of Wikipedia and Cisco readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for Cisco CCENT (Interconnecting Cisco Networking Devices Part 1) certification.

## Preparation

This is a fourth-semester, college-level course. Learners should already be familiar with introductory computer networking concepts and Internet protocols.

## Lessons

* Networking Models
* Ethernet LANs
* IP Addressing
* Subnetting
* Lab Setup
* IOS Basics
* Remote Management
* Network Services
* Static Routing
* Dynamic Routing
* Switching
* VLANs
* Security
* Access Control Lists
* Troubleshooting

## See Also

* Computer Networks
* CCNA
* CCNA Voice
* CCNP
* CCVP
# Cisco IOS/aaa new model

Configure aaa authentication with passwordless enable mode for user USERNAME
# Knowing How You Know/Friendly Persuasion
## Friendly Persuasion

Throughout the many thousands of years that preliterate humans lived in tribal communities or nomadic tribes, we learned from our family and friends. When we wondered why the sun travelled across the sky every day, we asked family members, friends, or tribal leaders to explain what we saw. They may have told us alluring stories of Helios driving the chariot of the sun across the sky, or celestial spheres, or other fantasies. These explanations were given in good faith, and we believed what we were told.
The tribe was small enough that we were able to know the reputation of each individual. We quickly learned who we could most trust for advice on hunting, gathering food, cooking, shelter, survival skills, existential questions, and moral guidance.
As a result, we evolved to trust what friends told us.
The resulting folk wisdom is easy to digest and can be used to defend any decision. Folk wisdom tells us that opposites attract, yet birds of a feather flock together. We also learn that he who hesitates lost, and patience is a virtue, yet haste makes waste, and only fools rush in.
Today our social circles are very large. In addition to our family and close friends, we have many more acquaintances, brief encounters, and role models. This includes our classmates and work colleagues, people who friend us and follow us on social media, media celebrities, bloggers, podcasters, YouTubers, sports figures, news commentators, sales people, religious leaders, proselytizers, pranksters, and many others. Because many of these people are pleasant and treat us kindly, we are likely to treat them as friends and members of our modern tribe. But we know very little about the many people who make up our modern tribe.
Friendly persuasion is often weaponized to increase profit or prestige. Advertisers, sales people, lobbyists, quacks, conspiracy theorists, ideologues, proselytizers, pranksters, confused zealots, and other charlatans make false, exaggerated, nonsensical, or misleading claims for their own benefit. Beware of these wolves when they extend a kind hand.
It is easy to believe stories that make us comfortable. It is difficult to face inconvenient truths. Friends are essential for socializing, and many hands make light work, but friends are often unreliable information sources.
To know how we know we have an obligation to overcome our tribal instinct to believe what friends tell us. We have a duty to evaluate evidence and verify claims using reliable sources. Use reality as the objective arbiter of disputes.
# Knowing How You Know/How to contribute to this resource

* Pick a title that is different from any of those listed below.
* Create your page by typing Knowing How You Know/xxx in the "Search Wikiversity" in the box (upper right corner), where xxx is your new title.
* After creating your page, your title should appear in the list below after you click Purge

## List of subpages to this resource

* Knowing How You Know
* Knowing How You Know/Divided by epistemology
* Knowing How You Know/Examining Ideologies
* Knowing How You Know/Friendly Persuasion
* Knowing How You Know/Height of the Eiffel Tower
* Knowing How You Know/How to contribute to this resource
* Knowing How You Know/One World
* Knowing How You Know/Tyranny of Evidence
* Knowing How You Know/annotated
* Knowing How You Know/gallery
* Knowing How You Know/gallery/Choosing my beliefs
* Knowing How You Know/gallery/connecting the dots
* Knowing How You Know/general knowledge questions
* Knowing How You Know/template
# Motivation and emotion/Book/2021/Indigenous Australian well-being/Independent tasks

Resources for task 1: Contributors to poor wellbeing
* Health risk factors of Indigenous wellbeing
* Social determinants of Indigenous wellbeing
* Social and cultural determinants of Indigenous health
Resources for task 2: De-urbanisation
* https://caepr.cass.anu.edu.au/events/indigenous-australians-city-urbanisation-and-segregation
* https://www.researchgate.net/publication/280089541_The_Indigenous_Experience_of_Urbanization
* https://www.sciencedirect.com/science/article/pii/S0140673609608278?casa_token=_lD4EuthlC8AAAAA:eQMDttxdrFUHjNdy5SzP8q0IvZPz4aghZOMAYQuz_4xQDPk5kF0_NU2N5LqHmn8M_97pnzZxQbg
# Mobile learning/Cases/Health

Mobile learning in health education and healthworker training

## Learning About Living

http://www.bibsonomy.org/tag/LearningAboutLiving

## Readings

Zolfo, M.; Iglesias, D.; Kiyan, C.; Echevarria, J.; Fucay, L.; Llacsahuanga, E.; de Waard, I.; Suàrez, V.; Llaque, W. C. & Lynen, L. (2010), 'Mobile learning for HIV/AIDS healthcare worker training in resource-limited settings', AIDS Research and Therapy 7 (1), 35. http://www.biomedcentral.com/content/pdf/1742-6405-7-35.pdf
   We present an innovative approach to healthcare worker HCW training using mobile phones as a personal learning environment. Twenty physicians used individual Smartphones Nokia N95 and iPhone, each equipped with a portable solar charger. Doctors worked in urban and peri-urban HIV/AIDS clinics in Peru, where almost 70% of the nation’s HIV patients in need are on treatment. A set of 3D learning scenarios simulating interactive clinical cases was developed and adapted to the Smartphones for a continuing medical education program lasting 3 months. A mobile educational platform supporting learning events tracked participant learning progress. A discussion forum accessible via mobile connected participants to a group of HIV specialists available for back-up of the medical information. Learning outcomes were verified through mobile quizzes using multiple choice questions at the end of each module.
Ofomata, U. & Groves, A. (2010), 'Learning about Living - Lessons learnt 2007-2009'. http://mobile.oneworld.net/docs/lal/Lessons_Learnt_Nigeria_2009.pdf
# Mobile learning/Cases/Maths

Mobile Learning of Mathematics

## Readings

Daher, W. (2010), 'Building mathematical knowledge in an authentic mobile phone environment', Australasian Journal of Educational Technology 26 (1) , 85-104. http://www.ascilite.org.au/ajet/ajet26/daher.html
   Although many researchers have examined knowledge building in traditional settings and distance learning, few have examined middle school students' building of mathematical knowledge using mobile phones. The present study uses two well-known models of knowledge building to carry out the examination: the interactive analysis model of knowledge building phases developed by Gunawardena, Lowe and Anderson 1997 and the six themes model of knowledge building characteristics developed by Scadamalia and Bereiter 2006. The findings show that the middle school students participating in this research went through all the knowledge building phases suggested by Gunawardena, Lowe and Anderson 1997. They further experienced other knowledge building phases that fit the authentic context in which they learned. Participants advanced their knowledge of ideas as a community, collaborating to carry out authentic activities using mobile phones. They demonstrated constructive and critical use of information in general and of authoritative information in particular. Participants worked as mathematicians, especially during the second part of the experiment, when they suggested real world phenomena to explore using the mobile phone. My conclusion suggests learning mathematics by carrying out authentic activities using mobile phones, to encourage and enrich the mathematics knowledge building of students in K-12.
Botzer, G. & Yerushalmy, M. (2007), Mobile application for mobile learning, in 'International Conference on Cognition and Exploratory Learning in Digital Age'. http://www.math4mobile.com/wp-content/uploads/2010/08/Mobile-Application-For-Mobile-Learning.pdf
   The paper presents a pilot case study intended to examine how socio-cultural and situated learning aspects are reflected in learning experiences within a novel mobile learning environment, Math4Mobile, a cellular application for mathematics learning. The case study focused on four students in a mathematics methods course who were engaged in a mathematics project based on the cellular applications. We found that use of the cellular environment enhanced the participants’ engagement in the modeling of real life scenarios and contributed to collaboration between participants. These effects can be attributed to the mobility, flexibility, and availability of cellular tools, and they point to a possible contribution of mobile tools to mathematics education.
# Mobile learning/Cases

* Health education and healthworkers training
* Literacy
* Mathematics
# Mobile learning

* Introduction: What is Mobile Learning?
* Theory of Mobile Learning
* Big Issues: Challenges and Opportunities
* Features and Characteristics
* Case Studies
* Design
* Resources
* old stuff - very messy
# Literature/1978/Garfield

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Excerpts

   Ralph credited the basic electronic principles applied in his Rapid Selector to Dr. Vannevar Bush, who had produced an earlier version at MIT. With Dr. Bush's permission, Ralph used his concepts to develop a more effective and commercially viable machine.

## Wikipedia

* Ralph R. Shaw
* Vannevar Bush
* As We May Think
* Memex
# Literature/1978/Kolakowski

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Leszek Kolakowski

* He was best known for his critical analyses of Marxist thought, especially [this three-volume history], which is "considered by some to be one of the most important books on political theory of the 20th century."
* "Kolakowski does an even better job than Isaiah Berlin of showing how Marxism affected everything at the mental level."
| w: Louis Althusser | w: Structural Marxism |
# Literature/1978/Magee

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Contents

* Bryan Magee
* Isaiah Berlin
* Charles Taylor
* Herbert Marcuse
* William Barrett
* Anthony Quinton
* A. J. Ayer
* Bernard Williams
* H. M. Hare
* H. V. Quine
* John Searle
* Noam Chomsky
* Hilary Putnam
* Ronald Dworkin
* Iris Murdoch
* Ernest Gellner
# Literature/1977/Simonyi

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

* w: Metaprogramming

## Chronology

* Simonyi, Charles (1977). Meta-programming: A Software Production Method. Doctoral Dissertation. Stanford University $^{[^]}$
# Literature/1977/Tsur

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Reuven Tsur

* In his doctoral dissertation (Sussex University, 1971) Tsur developed an approach which he later called "Cognitive Poetics". This is an interdisciplinary approach that combines literary theory, linguistics, psychology, and philosophy. It explores the relationship between the structure of the text and the human qualities perceived in it, and the mediating processes that take place in the reader's mind.
* His theory of metaphor has two facets: the creation and understanding of novel meanings (based on the "controversion" and "feature deletion" theories), and perceived qualities. In his criticism of George Lakoff's claim that a road mentioned in a poem must be interpreted in light of the "life is a journey" conceptual metaphor he argued that in various works "road" may assume an indefinite number of unforeseen meanings (one of which may be "life is a journey").

### w: Cognitive poetics

* Prominent figures in the field include Reuven Tsur, who is credited for originating the term, Ronald Langacker, Mark Turner and Peter Stockwell.
* w: Conceptual metaphor
* w: Metaphor
* w: Deixis
* w: Anaphora
* w: Indexicality
# Literature/1978

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Annis, David B. (1978). "A Contextualist Theory of Epistemic Justification," American Philosophical Quarterly, 15(3): 213–219. $^{[^]}$
* Argyris, Chris and Schön, Donald (1978). Organizational Learning: A Theory of Action Perspective. New York: Addison-Wesley, 1978. ISBN 0-201-00174-8 $^{[^]}$
* Literature/1978/Berlin $^{[^]}$
* Literature/1978/Box $^{[^]}$
* Literature/1978/Burke $^{[^]}$
* Literature/1978/Carey $^{[^]}$
* Literature/1978/Carlson $^{[^]}$
* Literature/1978/Cavell $^{[^]}$
* Literature/1978/Cawkell $^{[^]}$
* Literature/1978/Cerf $^{[^]}$
* Literature/1978/Chicago $^{[^]}$
* Literature/1978/Cole $^{[^]}$
* Literature/1978/Dummett $^{[^]}$
* Garfield, Eugene (1978). "To Remember Ralph Shaw." Current Contents 23 (June 5, 1978) pp. 504-510. $^{[^]}$
* Literature/1978/Goffman $^{[^]}$
* Literature/1978/Goldman $^{[^]}$
* Literature/1978/Hardwick $^{[^]}$
* Literature/1978/Harnad $^{[^]}$
* Literature/1978/Koestler $^{[^]}$
* Magee, Bryan (1978). Men of Ideas: Some Creators of Contemporary Philosophy. BBC Books. $^{[^]}$
* Literature/1978/Mayne $^{[^]}$
* Literature/1978/Miller $^{[^]}$
* Literature/1978/Moneta $^{[^]}$
* Literature/1978/Murchie $^{[^]}$
* Literature/1978/Peacocke $^{[^]}$
* Pool, Ithiel de Sola & Manfred Kochen (1978). "Contacts and Influence." Social Networks, 1, pp. 1-51. $^{[^]}$
* Literature/1978/Rosch $^{[^]}$
* Literature/1978/Skinner $^{[^]}$
* Literature/1978/Sontag $^{[^]}$
* Literature/1978/Thompson $^{[^]}$
* Turner, Victor & Edith Turner (1978). Image and Pilgrimage in Christian Culture: Anthropological Perspectives. Columbia University Press. $^{[^]}$
* Literature/1978/Vygotsky $^{[^]}$
* Literature/1978/White $^{[^]}$