OpenLLM-France/wikimedia huggingface dataset:
# Computer Support/Windows/Features

This lesson covers Microsoft Windows.

## Objectives and Skills

Objectives and skills for the Windows features of A+ certification include:
    Compare and contrast various features and requirements of Microsoft Operating Systems (Windows Vista, Windows 7, Windows 8, Windows 8.1).
   * Features:
   ** 32-bit vs. 64-bit
   ** Aero, gadgets, user account control, bit-locker, shadow copy, system restore, ready boost, sidebar, compatibility mode, virtual XP mode, easy transfer, administrative tools, defender, Windows firewall, security center, event viewer, file structure and paths, category view vs. classic view.
   ** Side by side apps, Metro UI, Pinning, One Drive, Windows store, Multimonitor task bars, Charms, Start Screen, Power Shell, Live sign in, Action Center.
   * Upgrade paths – differences between in place upgrades, compatibility tools, Windows upgrade OS advisor

## Readings

* Wikipedia: Microsoft Windows
* Wikipedia: Windows Aero
* Wikipedia: Microsoft Gadgets
* Wikipedia: BitLocker Drive Encryption
* Wikipedia: Shadow Copy
* Wikipedia: ReadyBoost
* Wikipedia: Windows Desktop Gadgets
* Wikipedia: Compatibility mode
* Wikipedia: XP Mode
* Wikipedia: Windows Easy Transfer
* Wikipedia: Windows Firewall
* Wikipedia: Windows Action Center
* Wikipedia: Event Viewer
* Wikipedia: Control Panel (Windows)

## Multimedia

* YouTube: An Overview of Windows Vista - CompTIA A+ 220-902 - 1.1
* YouTube: An Overview of Windows 7 - CompTIA A+ 220-902 - 1.1
* YouTube: An Overview of Windows 8 and 8.1 - CompTIA A+ 220-902 - 1.1
* YouTube: Windows Features - CompTIA A+ 220-902 - 1.1
* YouTube: Windows 8 and 8.1 Features - CompTIA A+ 220-902 - 1.1
* YouTube: Windows File Structures and Paths - CompTIA A+ 220-902 - 1.1
* YouTube: Windows Upgrade Paths - CompTIA A+ 220-902 - 1.1
# Computer Support/Windows/Installation

This lesson covers Windows installation.

## Objectives and Skills

Objectives and skills for the operating systems installation portion of A+ certification include:
    Given a scenario, install Windows PC operating systems using appropriate methods.
   * Boot methods
   ** USB
   ** CD-ROM
   ** DVD
   ** PXE
   ** Solid state/flash drives
   ** Netboot
   ** External/hot swappable drive
   ** Internal hard drive (partition)
   * Type of installations
   ** Unattended installation
   ** Upgrade
   ** Clean install
   ** Repair installation
   ** Multiboot
   ** Remote network installation
   ** Image deployment
   ** Recovery partition
   ** Refresh/restore
   * Partitioning
   ** Dynamic
   ** Basic
   ** Primary
   ** Extended
   ** Logical
   ** GPT
   * File system types/formatting
   ** ExFAT
   ** FAT32
   ** NTFS
   ** CDFS
   ** NFS
   ** ext3, ext4
   ** Quick format vs. full format
   * Load alternate third party drivers when necessary
   * Workgroup vs. Domain setup
   * Time/date/region/language settings
   * Driver installation, software and windows updates
   * Factory recovery partition
   * Properly formatted boot drive with the correct partitions/format

## Readings

* Wikipedia: Installation (computer programs)

## Multimedia

* YouTube: Planning a Windows Installation - CompTIA A+ 220-902 - 1.2
* YouTube: Installing Windows Vista - CompTIA A+ 220-902 - 1.2
* YouTube: Installing Windows 7 - CompTIA A+ 220-902 - 1.2
* YouTube: Installing Windows 8 and 8.1 - CompTIA A+ 220-902 - 1.2
# Computer Support/Windows/Maintenance

This lesson covers Windows maintenance.

## Objectives and Skills

Objectives and skills for the operating systems maintenance portion of A+ certification include:
    Perform common preventive maintenance procedures using the appropriate Windows OS tools.
   * Best practices
   ** Scheduled backups
   ** Scheduled disk maintenance
   ** Windows updates
   ** Patch management
   ** Driver/firmware updates
   ** Antivirus/ Antimalware updates
   * Tools
   ** Backup
   ** System restore
   ** Recovery image
   ** Disk maintenance utilities

## Readings

* Wikipedia: Preventive maintenance
* Wikipedia: Windows Backup
* Wikipedia: Disk Defragmenter (Windows)
* Wikipedia: Windows Update
* Wikipedia: System Restore

## Multimedia

* YouTube: Windows Preventive Maintenance Best Practices - CompTIA A+ 220-902 - 1.7
* YouTube: Windows Preventive Maintenance Tools - CompTIA A+ 220-902 - 1.7
# Computer Support/Windows

This section of the computer support course covers the Windows operating system. Lessons include features, installation, command line tools, GUI tools, Control Panel, networking, and maintenance.

## Preparation

Learners should already be familiar with:
* IC$^3$ - Computer Software
* IC$^3$ - Using an Operating System
* IC$^3$ - Network Fundamentals

## Lessons

* Features
* Installation
* Command Line Tools
* GUI Tools
* Control Panel
* Networking
* Maintenance

## See Also

* IC$^3$ - Computer Software
* IC$^3$ - Using an Operating System
* IC$^3$ - Network Fundamentals
# Computer Support/Windows/Control Panel

This lesson covers the Control Panel.

## Objectives and Skills

Objectives and skills for the Control Panel portion of A+ certification include:
    Given a scenario, use Windows Control Panel utilities.
   * Internet options
   ** Connections
   ** Security
   ** General
   ** Privacy
   ** Programs
   ** Advanced
   * Display/Display Settings
   ** Resolution
   ** Color depth
   ** Refresh rate
   * User accounts
   * Folder options
   ** View hidden files
   ** Hide extensions
   ** General options
   ** View options
   * System
   ** Performance (virtual memory)
   ** Remote settings
   ** System protection
   * Windows firewall
   * Power options
   ** Hibernate
   ** Power plans
   ** Sleep/suspend
   ** Standby
   * Programs and features
   * HomeGroup
   * Devices and Printers
   * Sound
   * Troubleshooting
   * Network and Sharing Center
   * Device Manager

## Readings

* Wikipedia: Control Panel (Windows)

## Multimedia

* YouTube: The Windows Control Panel - CompTIA A+ 220-902 - 1.5
* YouTube: Windows XP Control Panel Options - CompTIA A+ 220-802: 1.5
* YouTube: Windows Vista Control Panel Options - CompTIA A+ 220-802: 1.5
* YouTube: Windows 7 Control Panel Options - CompTIA A+ 220-802: 1.5
# Federal Writers' Project – Life Histories/2013/Spring/Delia Underwood

This page is connected with English 105 at University of North Carolina, Chapel Hill - Federal Writers' Project - Life Histories
# Federal Writers' Project – Life Histories/2013/Spring/Bessie Husketh

This page is connected with English 105 at University of North Carolina, Chapel Hill - Federal Writers' Project - Life Histories
# Collaborative computing/Bandwidth & latency

På dansk, deal with it.
4: Bandwidth and Latency
Bandwidth is the speed of data transmission for computer equipment in a network. It can be seen as the bottleneck that determines how much data can flow from one point to another.
There does not excist a clear way how to define a bandwidth any given second. Bandwidth is determined of the lowest nominator given from computer to computer.
Latency can be described as the time it takes from one machine to connect to the other machine it tries to connect to. All these connections goes at the speed of light if run through cobber or fiber optic cables. If we for example have a connection between continents, from Denmark to Argentina, the signal has to run through many different cables and joints, and through this gains a bit delay. If you have a connection with fiber optics in the same building, the connection happens instantly, and at a percentge of time compared to the previous example.
Båndbredde (bandwidth) er dataoverførsleshastigheden for computerudstyr i et netværk. Man kan se det som flaskehalsen der bestemmer hvor meget data der kan flyde ud igennem et punkt.
Der eksisterer ikke en fuldstændig klar måde hvorpå man præcist kan bestemme en båndbredde hvert eneste øjeblik. Båndbredde bestemmes af det laveste båndbreddepunkt, Der opnås mellem computer og computer.
Responstid (latency) kan beskrives som den tid det tager en enheds forbindelse at nå den enhed den forsøger at forbinde sig til. Alle disse forbindelser går med lysets hastighed, hvis det sker igennem kobber eller fiber. Hvis man antager at man har en forbindelse til et andet kontinent, fx fra Danmark til Argentina, skal signalet løbe igennem mange forskellige kabler og led, og derved opnå en højere responstid. Hvis man har en forbindelse mellem to computere i samme rum, vil responstiden være en promille i forhold til det første eksempel.
/August kan være din far
# Collaborative Scenario

Category:Instructional design| Collaborative Environment Design | Collaborative Scenario | Sample Collaborative Environment Plan | Introduction to Ill-Structured Problems | Designing a Problem Space for a Collaborative Work Environment | Preparing an Online Collaborative Environment Plan

## Part 1 - Collaborative Scenario for Design Plan
#### Overview

The designers of this course were recently tasked with collaborating at a distance on a "real-life" project as grad students in a Needs Analysis and Assessment class. Given the size of the group, varied schedules and limited resources, we knew we needed a “plan” to communicate effectively and ensure progress. Since meeting in person was not feasible, the need to create standards for collaboration, including tools used, was crucial to being able to work together. A conference call to discuss this topic was first on the agenda.

#### Challenges

Among the biggest concerns of the group was identifying the technology to be used for collaboration. We wanted to determine the best way to develop deliverables, address team member concerns and communicate regularly as things progressed. Since a component of the ill-structured problem we faced was limited access to stakeholders and each other, we were overwhelmed at first. By creating an informal online collaborative environment design plan at the onset, we were able to focus our efforts and encourage active participation from all members of the group. Other considerations included the following:
    Meeting times: what day/time each weeknight works with everyone’s schedule for regular meetings? We used Doodle.com to determine this.
    Meeting location: where should we meet to communicate synchronously? It was decided we would meet via Skype given its text and audio chat capabilities.
    Deliverable development: how will we share ideas and work together? Google docs were created to give all group members authorship and the ability to provide feedback as deliverables (forms, reports, etc.) took shape.
    Project timeline: what do we need to accomplish in order to stay on track? A Google calendar was created to outline every phase of the project, including deadlines and meeting dates.

#### Collaborative Environment Plan

To see an example of what a formal collaborative environment plan for this project would have looked like, please click Next below. At the end of this lesson you will be asked to create a collaborative environment plan to test your skills.
| Back | Next
Back to Topic: Instructional Design
# Collaborative computing/Broadcast vs. point-to-point links

Broadcast links and point-to-point links are two types of transmission technologies that are in widespread use. Point-to-point links is a connection between individual pairs of machines. In this connection, a short message from the source to the destination is sent which is called a “packet”. This packet may have to visit one or more intermediate machines before it reaches the destination, therefore finding good routes within the network is important in point-to-point transmission. A point-to-point transmission with one sender and one receiver is called unicasting. Broadcast links is in contrast a communication channel that is shared by all the machines in the network. The difference between point-to-point and broadcast, is that in broadcast networks, the packets are sent by any machine and received by all the other machines.
Reference: Tannenbaum, A.S. (2010). Computer Networks (5. ed.). Pearson.
# Collaborative computing/Client-server model vs. peer-to-peer model
### Client-server model vs. peer-to-peer model

The client-server model involves various client who are all connected to the same central server. The central server must be capable of handling many different inputs by its clients. Due to the large numbers of client requests the hardware have to be robust with a large hard disk capacity to store a lot of data from the different clients in the network. Therefore it’s an indirect connection between the clients who operates in the network. An advantage in the client-server model is that each client doesn’t have to have a big computer because of the possibility to store data in the central server. A disadvantage in this model is the risk of break-downs in the central server. Since all the clients are connected to the central server, they are all dependent on this server in order to cooperate. The relation between the central server and the clients is like the master and slave. The clients are fragile without the master.
On the other hand there is the Peer-to-peer(P2P) model. This is a network where every client works like a client or server to the other clients in the network. In the P2P there is a direct connection between the clients, which is a big contrast to the client-server model. The P2P model is anarchistic constructed with all the clients on the same level with the same posibilities. The advantage within this model is the multiplicity in proportion to filesharing, data exchange, and sharing of resources. The direct connection between the clients is fast and effective too. The disadvantage is safety; personal data and files aren’t protected.
# Collaborative Project for Social Entrepreneurship
### Collaborative Project for Social Entrepreneurship
## Objectives

* Common framework for students/universities to collaborate on projects
* Opportunity for peer review of projects
* Electronic format to capture data on communities and information on projects
* Means of identifying most promising ideas and potentially funding these ideas.

## Brainstorming of Ideas

Entrepreneurs' basic functions include interactions with the environment, Opportunity Scanning and Identification. Social entrepreneurs are no diifrent. They also interact with the environment, and find opportunities to act, they are usualy innovative in their solutions.Innovation are not very difficult to make. Contrary to a gen. perception, innovation is not invention. It is (commercial) application of the idea. To initiate participants into active interactions with the environment and identification of opportunities, simple projects can be designed. For example, if some visitors to this page suggest a solution to any environmental problem in their locality, and a disscussion on the topics will certainly help everybody. In one of my visits in rural India, a small village hospital had a strange problem. People would consume chewing tobaco and spit in the corners. Many solutions were tried, including positioning spit toons at different places, making appeals, even administrative orders, but things did not change. A social entrepreneur thought of an innovative idea. He palced religious masseges, symbols etc. in all corners of the hospital. People in India have a great respect for all religions. The problem got solved by a simple actions. Do you have a similar story to tell? --Prof. Vivek Sharma 06:57, 10 January 2008 (UTC)
# Collaborative computing/Articulation work (of first and second order)

Articulation work is work to make work work. Or to be exact, articulation work is cooperative work to make cooperative work work. (Schmidt 2002)
Articulation work is a kind of supra work. It's not the exact work of designing a system, building a building or producing a product. It's all the work around that cooperative work that makes it possible. In that sense it can be viewed as a secondary work process. That said it's a primary focus within CSCW.
Types of articulation work can be to: ...divide, allocate, coordinate, schedule, mesh, interrelate, etc.. With the focus of actors, responsibilities, tasks, activities, conceptual structures, common resources
Articulation work is often supported by artefacts, which is physical systems or programs produced by humans (fx podio). Artefacts can also be coordination artifacts that integrate and coordinate work.
Articulation work itself exists in first and second order.
First order articulation work is the planning and coordinating of who will be doing what, when, where and how etc, before the actual project (where cooperative work goes on) begins. Second order articulation work is handling missed responsilities, redelegation of unfinished jobs and all the necessary moves during the project that are necessary so that the project doesn't break down. So; first order articulation work goes before the project, second order articulation work goes on during the project.
In CSCW we especially focus on the second order articulation work, which is often the most difficult to identify and define.
# Facilitating Online/Navigation

HOME | Meetings | Participants | Course Mini Conference
# Facilitating Online/Your course blog

Set up or use an existing blog for this course. Your blog will represent your online presence and efforts, and will be a key communication tool. Your finished blog will be used as evidence for assessment.
Use the topics, read the material, complete all tasks, participate in events, and post notes to your blog for each topic in the schedule. You should also post progress reports on your assignments. Title and tag your posts so that facilitators, assessors and other participants can easily locate your work. The common tag word for the course is FOC09. To keep up with the contributions of other participants, you may wish to set up an (RSS) news reader and subscribe to their blogs. This will assist you in learning from the work of others.
Your blogging should demonstrate your understanding of the topics, tasks and events, and should include original thoughts, synthesis and references to the work of others. Don't just summarize readings or events. Making connections between the weekly topics, or previous blogging (of your own or of other participants) is strongly encouraged.
# Facilitating Online/Orientation

HOME | Meetings | Participants | Course Mini Conference
    A week spent orientating yourself into the course, the commitment required, the assignments and what else is involved. For those new to this way of learning online, this week will seem daunting. Get through it and the rest of the course will flow for you nicely.
To do
    Please try to complete the following tasks before the first course meeting on 31 July
* Set up a blog for your weekly work in this course. If you already have a blog, you are welcome to use that so long as you can clearly indicate what posts are for this course. If you are new to blogging, refer to Blogger help resources.
* Post to your blog a little bit about you and why you are joining in with the course.
* Introduce yourself to the course by adding your blog's web address to Participants page.
* Prepare your computer and attend the first of our regular Meetings|meetings]] on the 31st of July.
Extra resources
* Video: RSS in Plain English
* Get your computer ready for Elluminate web conferencing
* What is RSS ?
# Facilitating Online/Reflect on different kinds of online communities

    You should now have more understanding about the difference between a community, a group and a team. Also how the roles of a teacher, moderator and facilitator differ and the diverse range of skills each role needs. Spend this week reflecting on what you have learned so far about different online communities and the roles and skills required of an effective facilitator.
To do
1. Write a post to your blog that reviews all you have considered in this course so far. When you talk about the previous posts you have made, please link to them so we can all track back to the original post.
2. Be sure to read the posts of some other participants and offer comments and feedback.
# Facilitating Online/Round up assignments, course review

This week will be a breather period to tie up all your assignments, review and summarise your weekly blogging efforts, provide feedback to the course facilitator on the content, workloads, and other aspects, and to meet in our final web conference to discuss the topics as a whole.
To do
1. Write a closing post to your blog with links to your previous postings made for each of the 10 topics. Include a few sentences after each link that summarises what you wrote for each topic:
   * What is an online community?
   * Facilitating, moderating, or teaching
   * Discussion forums
   * Blog networks
   * Wiki collaborators
   * Virtual Worlds
   * Social networking platforms
   * Reflecting on the different kinds of online communities
   * Facilitate an event for the course mini conference
   * Evaluate the facilitation of an online event
2. Finish this closing post with feedback to the course. Did you learn new and useful things? Was it challenging enough? What could have been better? What could you have done better. Did the course facilitator do a good job? How will you apply what you have learned? Who would you recommend to do this course next time?
3. If you would like to give feedback in a more private forum, feel free to complete this evaluation form.
# Cranial Nerve Exam (OSCE)
## CN I (Olfactory)

The olfactory nerves consist of small unmyelinated axons that originate in the olfactory epithelium in the roof of the nasal cavity; they pierce the cribriform plate of the ethmoid and terminate in the olfactory bulb.
Ask for any abnormality in smell
TESTING SMELL.
Ensure the patency of the nasal passages.
1. Have the patient close his/her eyes;
2. Test each nostril separately while the other is occluded.
3. Ask to identify familiar odors, such as coffee, cloves, and peppermint.
Noxious substances, such as ammonia or alcohol, should not be used because they also stimulate receptors of the trigeminal nerve and give a false-positive response
Abnormalities
The common cold is the most frequent cause of anosmia. Frontal lobe tumors may compress the olfactory bulb and/or tracts and cause anosmia rarely.
Loss of smell
o Frontal lobe tumors
o Fractures of the cribriform plate of the ethmoid bone.
o Parkinson’s disease
o Aging
o Use of cocaine

## CN III (Oculomotor), IV (Trochlear), VI(Abducens)

* Mnemonic LR6SO4
** Lateral rectus muscle by CN VI, superior oblique by CN IV

### Position

* eyelid (penlight in front of patient), move in an H pattern
* eye position in primary gaze

### Eye Movement

* nystagmus

## CN V (Trigeminal)
### Sensation

* all three divisions of CN V bilaterally
** stroke across forehead, cheek and chin with a cotton wool

### Motor

* clench teeth - palpate bulk of masseter and temporalis
* open mouth - inspect symmetry (pterygoids, masseter)

## CN VII (Facial)
### Motor

* raise eyebrows to wrinkle forehead - frontalis
* close eyes tight - orbicularis oculi
* puff your cheeks out - orbicularis oris
* tense neck muscles - platysma

## CN VIII (Auditory/Vestibulocochlear)

* whisper test
* Rhinne
* Weber

## CN IX (Glossopharyngeal), X (Vagus)

* swallowing
* say “pa” (labial VII)
* “ta” (lingual IX, X, XII)
* “ka” (palatal IX, X)
* say “ah” - check for symmetrical movement of palate and uvula

## CN XI (Accessory)

* sternocleidomastoid - have patient turn head against your hand
* temporalis
* Shoulder shrugging

## CN XII (Hypoglossal)

* position of extruded tongue in neutral position
* side to side tongue movements
* note any fasciculations