OpenLLM-France/wikimedia huggingface dataset:
# Theology as Seen in Prophets and Psalms/The nature and purpose of prophecy in the ancient near east

use this page to discuss Nature/purpose
""The purpose of prophecy is to cause change".
It isn't simply a prediction of the future (that's a very small element of biblical prophecy) but rather is God rebuking and challenging his people (usually the King) and warning of what will happen unless they change their ways...
Now I'd agree with this and also with the (probably stronger) statement that "all prophecy is contingent" but what do others make of this? I mean, if all prophecy is contingent because it is intended to cause people to change their ways and if they do respond appropriately things will not come to pass then don't all eschatological scenarios based upon prophecy become rather fuzzy? And doesn't trying to 'disprove Scripture' on the basis of unfulfilled prophecy become impossible...
From a less biblical and more philosophical POV simply the act of telling somebody the future changes the future, right? (Unless you believe in a very strict determinism and well, let's avoid all talk of paradoxes here)... Now for those of you who will demand I furnish you with Scriptures to support my view (rather than just refer you to a couple of academic papers where the view is fully explained) I'd suggest that Jeremiah 18:7-10 seems to suggest that prophecy isn't fixed in stone either." James Peter
Source http://www.theologyweb.com/campus/showthread.php?p=1352287
The Bible condemns divination Deut 18:10-15 but followers of God should desire to hear the prophets that God will send. So I would agree with this essay. The issue is what is the difference between a prophet or priest that tells the future and an evil truth-teller?
# Theology as Seen in Prophets and Psalms/The criteria for "true" prophecy in Israel

use this page to dicuss criteria
Scriptural insight
Scriptural insight into how one determines if a Prophet/Prophecy is true is limited to "If is comes true is is from God". The source and determination of the people of the time must not have been so limited. Falsity in a prophet or prophecy was determined by tone. With Scripture as the standard, a look is taken at truth spoken by prophets. How to avoid following a false prophet or yield to false advice was determined by those people before the test of time was allowed. To increase a prophet's effectiveness in ministry something must have spoken to the people of authority. This also set the parameters of the prophet's authority, especially in the prophetic realm. Yet, a scriptural examination of the source of authority, the authority of the message and it's messenger and the levels and realms of authority are hard to explain.
please discuss expand
# Theology as Seen in Prophets and Psalms/The logic of Amos' vision

use this page to discuss Logic/Vision
Treated as a Drama
Taken as a unit, the five visions form a structured whole operating on several formal levels. The basic dramatic activity of the first four visions sets up a rhythmic pattern essential to the act-scheme of forgiveness and judgment. Twice Amos is able to persuade the LORD God not to destroy God's own people. Twice the LORD God pronounces judgment predicated by Amos' observations. All finally brought to climax when only God stands on the stage of Amos' vision and pronounces a final judgment.
This climactic pattern has the symmetrical balance, dialogic exchange, and the formality of a concluding event still present in much of the drama of our own century. Reading the visions as a drama places emphasis on the human experience of Amos and the people of Israel. Their vulnerability to the LORD God is staged in Amos' visions, along with their dramatic role as the people of Israel. The act-scheme of forgiveness and judgment is predicated on an emerging character (the people of Israel) in relation to a source of action (the LORD God). Visions one and two establish the possibility of tragedy, of death and destruction brought about by a force transcendent of the human being.
source http://puffin.creighton.edu/human/JRS/2000/2000-2.html
From Class Notes & Discussion
Word play in the 3rd and 4th Visions
‘anak translates as tin/wall of tin not plumbline --Mark McTrustry ~ "It must be Thursday, I never could get the hang of Thursdays" said Arthur 16:40, 20 January 2009 (UTC)
# Theology as Seen in Prophets and Psalms/Source Two

The sacred lot by means of which the ancient Hebrews were wont to seek manifestations of the Divine will. Two other channels of Divine communication were recognized, viz. dreams and prophetical utterance, as we learn from numerous passages of the Old Testament. The three forms are mentioned together in 1 Samuel 28:6. "And he (Saul) consulted the Lord, and he answered him not, neither by dreams, nor by priests (Hebrew, Urim, LXX delois), not by the prophets." There can be no doubt that in this instance the Douay translation of "priests" is wrong, based on the mistaken rendering "sacerdotes" of the Latin Vulgate. The etymological signification of the words, at least as indicated by the Masoretic punctuation, is sufficiently plain. Urim is derived from the Hebrew for "light", or "to give light", and Thummim from "completeness", "perfection", or "innocence". In view of these derivations it is surmised by some scholars that the sacred lot may have had a twofold purpose in trial ordeals, viz. Urim served to bring to light the guilt of the accused person, and Thummim to establish his innocence. Be that as it may, the relatively few mentions of Urim and Thummim in the Old Testament leave the precise nature and use of the lot a matter more or less plausible conjecture, nor is much light derived from the ancient versions in which the term is subject to uncertain and divergent renderings.
http://www.newadvent.org/cathen/15224a.htm
# Real Time Java

A new, and for my opinion hot, topic. To get a University like start let's discuss on a very restricitve real-time Java system:

## Safety Critical Java

Safety critical java is a Java specification request (JSR 302). The idea is to extend the usage of Java even for safety critical applications. that means the application AND the runtime system have to be certified. To achive this at the runtime system (JVM + library) a very simple and restrictive API should be used.

### Overview

* Periodic tasks and sporadic hardware/software events
* No priorities, just time (period and deadline)
* Three application phases:
** Startup (Initialization)
** Mission
** Shutdown
* No garbage collection (should be discussed)
* Single scoped memory per thread (another discussion point)
* Simple API, simple implementation
* Not derived from the RTSJ
* Implementable on top of the RTSJ

### Criticism

Nokia voted Yes on the proposal but added the following comments: "Regarding JCP practices and relation to Java ME, it isn't clear if this JSR is proposing a new Java ME Configuration or Profile or is some kind of other specification to be used for possible future Configurations or Profiles. Section 2.6 states that this JSR will not assume the presence of a garbage collector, implying that it is a more limited environment than CLDC, the currently smallest Java ME Configuration."
Intel voted No on the proposal and added the following comments: "While we support the idea of a Java specification for safety critical systems, we believe that it is generally necessary for JSR to be clear about the kind of specification that will be generated, that is, a library, a configuration, or a profile. Therefore, we do not support approving this JSR in its current state. We would like to see this JSR clarified in this regard and resubmitted."

### Proposed API for Safety Critical Real-time Java

The following API is inspired by the Ravenscar profile for ADA and the derived work on Java (see 'missing references to R-ADA, Puschner/Wellings, RJ').
As a like it simple (personal opinion Schoeberl 22:20, 30 November 2006 (UTC)) here are the two classes that make up the API:

#### RtEvent

We use a single class to express all schedulable entities (periodic time-triggered, software event-triggered, and hardware event-triggered). Your real-time application has to extend this class.

#### RtSystem

This static class represents the real-time systems (similar to java.lang.System). Static methods provide the change between the different phases of the application.

### Examples

A few short examples how to use the proposed API:

### Implementation

A prototype of the API is implemented on JOP. You can play around, without any real-time guarantees, with this API on the simulation of JOP (JopSim).

### TODO

Discuss following issues:
* Scoped memory
* Critical sections (PCP or even interrupt disabling)
* Shutdown needs probably a two-phase commit
# Real World Lab/Introduction
## Geographical Location - Tailored Learning Resources

Assume you know certain geographical location, where students/learner can interact with the environment and learn from the interaction specific topic in subjects or scientific disciplins. Interaction with the Real World Lab can be on different educational levels. In contrast of developing a learning resources just for a single target group (e.g. primary schools) a Real World Lab is designed to provide and aggregated learning resources that make reference to the geolocation of the Real World Lab. In line with the Wikiversity principles this can be on different educational levels:
* non-formal education,
* pre-school, Kindergarten,
* primary education,
* secundary education,
* tertiary education
# Real Series/Comparing criterion/Exercise

Prove the following Comparison test:
Let $\sum _{k=0}^{\infty }a_{k}$ and $\sum _{k=0}^{\infty }b_{k}$ be two series of non-negative real numbers. The series $\sum _{k=0}^{\infty }b_{k}$ is divergent and moreover we have $a_{k}\geq b_{k}$ for all $k\in \mathbb {N}$. Then the series $\sum _{k=0}^{\infty }a_{k}$ is also divergent.
# Social entrepreneurship/Meaning

Add your own understanding below and discuss.
* Social Entrepreneurship is a term that is being widely used currently to refer to activities in the public, social or private sector that are aimed at finding unique solutions to social problems. It uses the principles and practises linked to sustainability in the most efficient manner to achieve goals.
* Whereas an entrepreneur tries to come up with a good idea to make money, a social entrepreneur tries to come up with a good idea to make a social impact.
* A social entrepreneur is a person with all the qualities of an entrepreneur solving a social problem in an innovative and unique manner which has large social impact (usually beyond regional or national borders), and is replicable in an accountable manner.
# Social entrepreneurship/SSE Intro Page Generator Edit Instructions

When creating a new page for the first time, just save it immediately before editing further to view the initial state (you may need to reload the page afterwards). The first thing to check is the navigation template at the top of the resulting page. Sections may be edited via the 'Edit' links in each box.
NB These instructions are out of date. The generator needs to be redesigned for:
# Social entrepreneurship/SSE Quest Matrix

This is a "straw dog" outline used in a brainstorming session about the development of a system to support students through the social entrepreneurship learning process. The system takes the form of a game for which there is also a draft narrative.

## Financial Viability

This is one component designed to encourage students to think and plan realistically. The degree of long term financial viability will vary per project. For some the objective might not be to establish a long term viable business.
# Social entrepreneurship/FAQ

Replace links with concise answers ...

## What is social entrepreneurship?

* Wikipedia article
* Wikiversity answer

## What is a social entrepreneur?

* An evolving definition may be found here.

## How can I get Involved?

See this "welcome page" on how to get involved.
Check up on what is happening.

## Do social entrepreneurs tend to come from any specific disciplines/professions or sectors?

"No". Social Entrepreneurs (SEs) come from all sectors and professions including politics, psychology, environmentalists, education, businesses, finance, manufacturing, public relations, religious leaders, human resources, various trades, health care, marketing, law, human rights, social work/community development (less than 5%) and so on. Their specific interest in a certain field and social entrepreneurial ability, rather than education in social change projects would trigger social entrepreneurial activities in that area of operation.

## Who is already involved?

See the People page and the Networking area.
# Social entrepreneurship/Multimedia resources

The following are short videos to give you a sense of how others are putting social entrepreneurship into practice.
* Muhammad Yunus: Building Social Business Ventures
* Taddy Blecher an uncommon hero trains South Africa's youth
# Social entrepreneurship/Nominal group technique

The aim of this page is to describe the technique - useful as a learning activity, for application in student projects, and good experience for the workplace.
# Social entrepreneurship/SSE Images

N.B. These descriptions need refinement to ensure we are clear where each one belongs.
The list should be kept synchronised with the SSE Image template.

## Current SSE Images

* assess
* tests, quizzes, etc.
* logo
* The Student Social Entrepreneurship Logo
File:Gtk-media-play-ltr.svg
* start
* for Student Social Entrepreneurship indicating to start a course, module, activity, etc.).
* orientation
* for Student Social Entrepreneurship orientation sections. Typically at the start of an introductory page of a module.
* activity
* learning activity
Nuvola_apps_edu_science.svg‎
* handsonchemistry
* general help - e.g. for editing wiki pages, or sources of help.
* help
* general help - e.g. for editing wiki pages, or sources of help.
* tools
* e.g. for tools of use during an activity ....
* outcomes
* learning outcomes (either intended or samples)
* learn more
* e.g. more on this topic, or next module, ....
* Money
* money related, economics, ....
* solutions
* e.g. solved problems, model answers, etc.
* surf
* search the web for information and learning/knowledge resources.
* reading1
* reading activity or source.
* reading2
* reading activities or sources.
* Money
* money related, economics, ....
* reading3
* many reading activities or sources.
* community
* fellow learners, fellow educators, fellow practitioners, experts, communities being served, etc.
* resources
* e.g. tools, people, information sources, for use during a learning activity ....
* global-thinking
* think global, act local
* topics
* e.g. to indicate a list of topics
* to-do
* indicating a to-do list
* by-region
* e.g. for case studies classified by region.
* networking
* contacting like minds ...
* evaluation
* for evaluation of an idea, project, etc.
* reflect
* think about this for a while - an activity type.
* write
* to indicate a writing activity.
* together
* to indicate collaboration.
# Ubuntu

Ubuntu is a Linux distribution based on Debian GNU/Linux. There are Live CD versions which allow later installation and versions meant only for installations.

## Getting Ubuntu

Download an ISO file from https://ubuntu.com/download and burn to CD or install to USB key with unetbootin, if you plan to install it on a server there are two installer versions Ubuntu Server and Ubuntu Server Live.

## Installation help

* Step by Step installation of Ubuntu.
* Community Documentation
* playing proprietary formats
* Automatic Updates https://help.ubuntu.com/lts/serverguide/automatic-updates.html

## Mayor changes/ Versions

Ubuntu 18.04 LTS (BionicBeaver):
* chrony replace ntpd as the recommended server for the NTP protocol.
* Some application delivered by default as snapssnap search canonical, such as Docker, Kubernetes, microk8s, aws-kernel or azure-kernel
Ubuntu 16.04 LTS:
* netplan for network configuration
* Ceph and ZFS filesystems supported
* Snap packages
You can also visit wikipedia:Ubuntu_version_history or https://wiki.ubuntu.com/Releases for a detailed list of versions and changes

## Official Support

Canonical provides official support for Ubuntu
# UTPA STEM/CBI Courses Organized by STEM Category/Technologies/Computer Numerical Controls

Topics
Intro to Computer Numerical Controls
# UTPA STEM/Tools

Editing Tools
# UTPA STEM/Tools/Adding Content/Adding Titles to CBI Courses

Below are instructions for adding and editing titles to current lists (categories, courses or topics, instructors).
* Possible location for the Edit button for long lists.
* An example of the edit page on the Course list.
* The format will vary depending on what you are entering or editing. Adding topics to the Index of Courses will follow these two formats
** If the title is a path that leads to another list of items, the format will look like this: [ [ /Category, Course or Topic/ ] ] .
** If the title links directly to a document, it may take the same form or it may look like this: [ [ /Topic|Topic ] ]. The slash in front of the first listing indicates that the Topic is linking from somewhere else. The second listing of Topic is what will appear on the list. Useful if you tag your document with a number but don’t want it to appear that way on the public list.
* Adding an instructor name to the Contributing Instructor page is similar. The brackets will not be used this time. Instead, the equal sign will be used before and after the instructor name. The format is: == Last name, First name (School) ==. The double equal signs will tell the programming that the name needs to be listed in the list at the top of the page so that scrolling is not too much of an issue for names appearing toward the bottom of the page. Also, the school may be added as an acronym; however, if acknowledgements have not been given to the school on the main page, it may be a good idea to use the full name here with links to the school's website.
* Once material has been added to the Index of Courses, links will need to be added under the instructor page and under the page where courses are organized by STEM Category. Rather than entering documents at each of these locations, the lists will direct to the listings under the Index of Courses. The format will depend on the location of the document, but will take this form: [ [ UTPA_STEM/CBI_Courses/Course/Topic|Topic ] ] or [ [ UTPA_STEM/CBI_Courses/Topic|Topic ] ].
# UTPA STEM/CBI Courses Organized by STEM Category/Technologies/Beginning Machining

Topics
Hand Tools
# UTPA STEM/Tools/Adding Content

Adding Titles to CBI Course, Instructor, and Topic Lists
More documents will be added soon.
# UTPA STEM/Tools/Template

6275utpa respectfully asks that people use the discussion page, their talk page or email them, rather than contribute to this page at this time. This page might be under construction, controversial, used currently as part of a brick and mortar class by a teacher, or document an ongoing research project. Please RESPECT their wishes by not editing this page.
Course Title:
Lecture Topic:
Instructor:
Institution:

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Use the derivative to solve extrema problems (Optimization problems);
* Sub Objectives- The objectives will require that students be able to:
** Solving real world problems using derivatives
** Find absolute maximum or minimum value of a function f.
* Difficulties- Students may have difficulty:
** Constructe the needed function to maximize or minimize,and
** Express the function with multiple variables in terms of a function with one variable as needed.
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** Engineering
** Biology
** Business and Economy
** Chemistry ...ets
** Example : Suspension System:
A load must be suspended 6 m below a high ceiling using cables attached to two supports that are 2m apart. How far below the ceiling x should the cables be joined to minimize the total length of cable used?
Model of Knowledge
* Concept Map
** Consider the following Graph:
* Content Priorities
** Enduring Understanding
*** 1. Understanding the problem: The first step is to read the problem carefully until it is clearly understood. Ask yourself: What is the unknown? What are the given quantities? What are the given conditions?
*** 2. Draw a Diagram: In most of the problems it is useful to draw a diagram and identify the given quantities on the diagram.
** Important to Do and Know
*** 1. Introduce Notations: Assign a symbol to the quantity that is to be maximized or minimized. For example, A for area, h for height, S for Surface area, V for Volume, ... etc.
** Worth Being Familiar with
*** Formulas related to the given problem.
*** How to find Derivatives and what it means
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** text
*** text
** Homework (individual)
*** text
*** text
* Summative Assessment
** text
** text

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* text
* text
* text
The objectives will require that students be able to:
* text
* text
* text
THE CHALLENGE
text
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

* question
* question
* question

## Test Your Mettle Quiz

* question
* question
* question
# UTPA STEM/Template2

Course Title:
Lecture Topic:
Instructor:
Institution:

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** text
** text
** text
* Sub Objectives- The objectives will require that students be able to:
** text
** text
* Difficulties- Students may have difficulty:
** text
** text
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** text
** text
Model of Knowledge
* Concept Map
** text
** text
** text
* Content Priorities
** Enduring Understanding
*** text
*** text
*** text
** Important to Do and Know
*** text
*** text
*** text
** Worth Being Familiar with
*** text
*** text
*** text
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** text
*** text
** Homework (individual)
*** text
*** text
* Summative Assessment
** text
** text

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* text
* text
* text
The objectives will require that students be able to:
* text
* text
* text
THE CHALLENGE
text
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question

## Test Your Mettle Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
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