OpenLLM-France/wikimedia huggingface dataset:
# Introduction to Strategic Studies/Guerrilla

part of Strategic Studies
* "In the process we lost sight of one of the cardinal maxims of guerrilla war: the guerrilla wins if he does not lose. The conventional army loses if it does not win."
* Henry Kissinger, Diplomat.

## Summary

An introduction to the nature, history, capacities and limitations of Guerilla warfare as a tool of state or non-state policy in proxy conflicts, civil wars, and conventional (inter-state) wars.

## Introduction

* "The enemy advances, we retreat. The enemy camps, we harass. The enemy tires, we attack. The enemy retreats, we pursue."
* Mao Zedong, Chinese General and Head of State.
"Guerrilla" comes from the Spanish diminuitive of the word "war," thus implying a meaning of "war in miniature." It is a strategy of avoiding pitched battles and engaging the enemy in such a way that he is forced to commit an asymmetric force to counter guerrilla attacks. This course covers the basics of guerrilla and invites discussion about what constitutes guerrilla warfare, how and when it is effective, and its relationship to radical ideology.

## Readings
### Required Readings

* Wikipedia: Guerrilla
* Wikipedia: Peninsular War

### Optional Readings

Please read one book from the following before the class lecture:
* Lawrence, T.E. Seven Pillars of Wisdom. Harmondsworth: Penguin Books, 1963 (originally published 1926). ISBN 0-9546418-0-9
* Guevarra, Che. Guerrilla Wafare.
* Marighella, Carlos. Minimanual of the Urban Guerrilla.
Please read two articles from the following list by different authors, minimum, before beginning this class lecture:
* Clark, Major Jackie K. "Che Guevara: Fundamentals of Guerrilla Warfare". 1988.
* Mao Zedong. "Problems of Strategy in China's Revolutionary War". December, 1936.
* Mao Zedong. "Problems of Strategy in Guerrilla War Against Japan". May 1938.

## Lecture

* "If the Tiger does not stop fighting the Elephant, the Elephant will die of exhaustion."
* Ho Chi Minh, Leader of the Viet Cong.
Guerrilla has been used for a lot longer than we often give it credit. It was key to British victory in the war of 1812, it sapped Napoleon of strength during the Peninsular War (where the term was coined), and has been a tool of proxy conflicts for almost two centuries.

## Project

The guerrilla project is a series of suggestions for learning activities in order to answer a few basic questions about the course and gain confidence with the material. Guerrilla Project

## Denouement

This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project.
# Introduction to Statistics/Still confused?

Consider a simpler situation involving a deck of two cards: the queen of spades and the two of spades. We'll define our joint probability again as "the chance of drawing a queen or a spade", and naively express it as. $P(Queen\cup \spadesuit )=P(Queen)+P(\spadesuit )$ We can draw a card from our two card deck. We are guaranteed to draw a spade, so $P(\spadesuit )=1$. Our chance of drawing a queen is 1 in 2, or ${\tfrac {1}{2}}$. Let's add everything together. $P(Queen\cup \spadesuit )=1.5$ or 150%. This obviously doesn't make sense.
If we use the correct definition of the probability for this event:
$P(Queen\cup \spadesuit )=P(Queen)+P(\spadesuit )-P(Queen\cap \spadesuit )$ $=0.5+1.0-0.5$
we get the answer we expect.
# Introduction to Strategic Studies/Cold War

part of Strategic Studies
* "The superpowers often behave like two heavily armed blind men feeling their way around a room, each believing himself in mortal peril from the other, whom he assumes to have perfect vision."
* Henry Kissinger, Diplomat.

## Summary

An introduction to the causes and effects of the bipolar struggle between the USSR and the USA.

## Introduction

This will introduce you to the issue and the questions to be posed in the class.

## Readings
### Required Readings

* Wikipedia: Cold War

### Optional Readings

Please read two articles from the following list by different authors, minimum, before beginning this class lecture:

## Project

Briefly introduce the project(s) and how they fit with the learning material. Give any tips on the projects that need to be stated prior to opening the project (especially if the contents are supposed to be a bit of a surprise) Cold War Project

## Denouement

This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project.
# Introduction to Sport Psychology

Sport psychology involves the study of the psychological factors associated with participation and performance in sport. Introduction to Sport Psychology provides a fundamental understanding of how the various aspects of psychology can be applied to sport participation. Assessment of personality types will be discussed relating to sport participation. This will be expanded to discuss motivation and leadership contribution to sport participation as well as the relationship between anxiety and arousal with respect to enhancing sporting performance. Psychological skills training will then be demonstrated, including goal setting, team dynamics, imagery, positive self-in relation to achieving peak sporting performance. Introduction to Sport Psychology provides a greater understanding of the psychological processes of individual athletes and team dynamics to enhance sporting performance.

## Key Outcomes

* Demonstrate an ability to collect and interpret sport psychology data
* Ability to incorporate sport psychology in an athlete development program
* Critically evaluate current sport psychology research and present this in a meaningful way to coaches

## Topics

* Background to sport psychology
* Background to Psychological Skills Training
* Personality and skill acquisition in sport
* Motivation
* Exercise behaviour and adherence
* Stress and anxiety in sport
* Arousal regulation in sport
* Self-confidence and sporting performance
* Imagery and concentration in sport
* Social skills and team dynamics
* Team and individual leadership
* Coaching communication

## Resources

* Weinberg, R. S., & Gould, D. (Eds.). (2007). Foundations of sport and exercise psychology (4th ed.). Champaign, Ill: Human Kinetics.
* Morris, J., & Summers, J. (Eds.). (2004). Sport psychology: Theory, applications and issues (2nd ed.). Brisbane: John Wiley and Sons.
* Williams, J.M. (Ed.). (2006). Applied sport psychology: Personal growth to peak experience(5th ed.). Sydney: McGraw-Hill.
* Burton, L. J. (2007). An interactive approach to writing essays and research reports in psychology (2nd ed.). Milton, Qld, Australia: John Wiley & Sons.
* Morris, T, Spittle, M & Watt (2005) Imagery In sport. Sydney. Human Kinetics.

## Assignments

* Examination of course material
* Research report that presents the results of a sport psychology experiment conducted during the course.

## Coordinator

Keane Wheeler
# Introduction to Strategic Studies/Policy by Other Means

part of the School of Strategic Studies Class two of thirty in the Course: Introduction to Strategic Studies
* "War! Huh-yeah
* What is it good for?"
* War, Norman Whitfield and Barrett Strong
* Motown musicians

## Summary

The objective of this class is to identify the established reasons nations go to war and the refutations of these reasons. We will seek to make some sense out of the utility (or inutility) of warfare as defined so elegantly by Carl von Clausewitz as "policy by other means."

## Introduction

This will introduce you to the issue and the questions to be posed in the class.

## Readings

This will delineate the readings that should be done prior to undertaking the exercises in this class.
* Blainey, Geoffrey (1988), The Causes of War (New York: The Free Press)
* Clausewitz, Carl von (Edited and Translated by Michael Howard and Peter Paret)(1976), On War . Princeton: Princeton University Press. ISBN 0-69101854-5. Read chapters 1 & 2.
* Smith, General Sir Rupert (2005), The Utility of Force. The Art of War in the Modern World (London: Allen Lane-Penguin)
* Waltz, Kenneth (1959, 2001), Man, the State and War (New York: Columbia)

## Lecture

This is the text that will fill you in on how the readings relate to the topic, and what kinds of things you should take into account when looking into the reasons behind a given war. There is invariably more than one cause, and many more ways than one to look at the origins of a war. This lecture will propose a series of questions or issues to weigh when assessing the causes of a war.

## Project

This project is a simple activity of looking at an existing page or wikipedia/books/media entry on a war. When you are ready, take the plunge!
* Project

## Denouement

This will detail what has been learned and encourage you to add feedback to this page from your own experiences from the project.
# Linear mapping/Basis/(1,3) to 5 and (2,-3) to (4)/(7,6)/Exercise

Consider the linear map
    $\varphi \colon \mathbb {R} ^{2}\longrightarrow \mathbb {R}$
such that
    $\varphi {\begin{pmatrix}1\\3\end{pmatrix}}=5{\text{ and }}\varphi {\begin{pmatrix}2\\-3\end{pmatrix}}=4.$
Compute
    $\varphi {\begin{pmatrix}7\\6\end{pmatrix}}.$
# Linear mapping/Basis/(2,1,3) to (4,7) and (0,4,2) to (1,1) and (3,1,1) to (5,0)/(4,5,6)/Exercise

Consider the linear map
    $\varphi \colon \mathbb {R} ^{3}\longrightarrow \mathbb {R} ^{2}$
such that
    $\varphi {\begin{pmatrix}2\\1\\3\end{pmatrix}}={\begin{pmatrix}4\\7\end{pmatrix}},\,\varphi {\begin{pmatrix}0\\4\\2\end{pmatrix}}={\begin{pmatrix}1\\1\end{pmatrix}}{\text{ and }}\varphi {\begin{pmatrix}3\\1\\1\end{pmatrix}}={\begin{pmatrix}5\\0\end{pmatrix}}.$
Compute
    $\varphi {\begin{pmatrix}4\\5\\6\end{pmatrix}}.$
# Linear inhomogeneous system/Strictly triangular/Solution/Fact

Let an inhomogeneous system of linear equations in triangular form
    ${\begin{matrix}a_{11}x_{1}&+a_{12}x_{2}&\ldots &+a_{1m}x_{m}&\ldots &+a_{1n}x_{n}&=&c_{1}\\0&a_{22}x_{2}&\ldots &\ldots &\ldots &+a_{2n}x_{n}&=&c_{2}\\\vdots &\ddots &\ddots &\vdots &\vdots &\vdots &=&\vdots \\0&\ldots &0&a_{mm}x_{m}&\ldots &+a_{mn}x_{n}&=&c_{m}\\\end{matrix}}$
with $m\leq n$ over a field $K$ be given, where the diagonal elements are all not $0$.
$(x_{1},\ldots ,x_{m},x_{m+1},\ldots ,x_{n})$
$(x_{m+1},\ldots ,x_{n})\in K^{n-m}$.
$n-m$
$x_{m+1},\ldots ,x_{n}$
# Linear mapping/Bijective/Inverse mapping linear/Fact

Let $K$ be a field, and let $V$ and $W$ be $K$-vector spaces. Let
    $\varphi \colon V\longrightarrow W$
be a bijective linear map.
inverse mapping
    $\varphi ^{-1}\colon W\longrightarrow V$
# Linear mapping/Bijective/Inverse mapping linear/Fact/Proof/Exercise

Let $K$ be a field, and let $V$ and $W$ be $K$-vector spaces. Let
    $\varphi \colon V\longrightarrow W$
be a bijective linear map. Prove that also the inverse map
    $\varphi ^{-1}\colon W\longrightarrow V$
is linear.
# Federal Writers' Project – Life Histories/2020/Fall/105/Section059/Luther Comer

Luther Comer
Biography:
Social Context:
During the Great Depression, Christian missionaries were forced to leave China following a communist takeover. Many of these missionaries were Chinese speaking individuals and the changing power of religion in politics throughout the region. The profession of religion was compromised as people were forced to stop being freelance preachers just as how they were forced to stop preaching in China. Although they are separate reasons, you can see the issues involving being forced to stop practicing religion. This concept causes a change in other aspects of society as religious practitioners had to leave their line of work. These newcomers not only brought new faiths to America’s cities but also contributed to the innovation of several new, distinctly urban religious movements. However, it also led to tension and conflict as religious communities busied themselves with carving out spaces of their own through tight-knit urban enclaves or new suburban locales
This shift in ideology caused a major change in the mindset of many. For example, BBC published a statement saying, "While much of the scientific study of religion is on theology-based doctrinal religions, the evolutionary psychologist Robin Dunbar thinks this is a narrow way of studying the phenomenon because it “completely ignores the fact that for most of human history religions have had a very different shamanic-like form that lacks gods and moral codes" (Ambrosino, 2019, 1).
The Scapegoat of Medicine:
Works Cited
Cantwell, Christopher D. “Religion in the American City, 1900–2000.” Oxford Research
Encyclopedia of American History, 2016. https://doi.org/10.1093/acrefore/9780199329175.013.355.
Mafukata, Mavhungu Abel. “(Vho) Abel Mphagi – The Barefooted Native 'Prophet' And 'Evangelist' Of Vendaland: A Transition Of Indigenous Belief Systems
And Christianity.” Scriptura 116, no. 1 (2017). https://doi.org/10.7833/116-1-1203.
HING, LEE KAM. “A Neglected Story: Christian Missionaries, Chinese New Villagers, and Communists in the Battle for the ‘Hearts and Minds’ in
Malaya, 1948–1960.” UNC-Chapel Hill Libraries. Accessed October 2, 2020. https://doi-org.libproxy.lib.unc.edu/10.1017/S0026749X12000741
Ambrosino, Brandon. “How and Why Did Religion Evolve?” BBC News. BBC. Accessed. October 2, 2020. https://www.bbc.com/future/article/20190418-how-and-why-did-religion-evolve.
Burke, Daniel. “When Religion Is Dangerous for Your Health.” CNN. Cable News Network, May 1, 2020. https://www.cnn.com/2020/05/01/world/religion-
medicine-coronavirus-wellness-levin/index.html.
# Informal learning activities/STy

[[w:{{{1}}} {{{2}}}|{{{1}}}]] ({{{2}}})
This sets up a trailing item (note no • above) in Small Things lists, linking to Wikipedia as well as displaying {{{1}}} and giving {{{2}}} as the hint.  It is a simple trailer and relies on Wikipedia's insensitivity to case in the first letter of its page name. Example: {{../STy|one|two}} gives one (two)
with one_two as its link.  Use STz for a similar leading item.
# Informal learning activities/STz

* [[w:{{{1}}} {{{2}}}|{{{1}}}]] ({{{2}}})
This sets up a leading item (note the • above) in Small Things lists, linking to Wikipedia as well as displaying {{{1}}} and giving {{{2}}} as the hint.  It is a simple leader and relies on Wikipedia's insensitivity to case in the first letter of its page name. Example: {{../STz|one|two}} gives • one (two)
with one_two as its link.  Use STy for a similar trailing item.
# Informal learning activities/Sc

Sctlnd
This inserts a link to the country or area, in this case Scotland, into a Places & Buildings item.
# Informal learning activities/Sdn

Sdn
This inserts a link to the country or area, in this case Sudan, into a Places & Buildings item.
# Informal learning activities/Sgl

Sgl
This inserts a link to the country or area, in this case Senegal, into a Places & Buildings item.
# Informal learning activities/Sd

Srdn
This inserts a link to the country or area, in this case Sardinia, into a Places & Buildings item.
# Informal learning activities/SdA

SdArb
This inserts a link to the country or area, in this case Saudi Arabia, into a Places & Buildings item.
# Informal learning activities/Sb

Sbr
This inserts a link to the country or area, in this case Siberia, into a Places & Buildings item.
# Informal learning activities/Slk

Slvk
This inserts a link to the country or area, in this case Slovakia, into a Places & Buildings or Buildings and Places item.
# Human Legacy Course/Nile Civilizations (5000 BC - 300 AD)

The Nile is the longest river in the world. In addition to this geographic distinction, it is also known as the site of one of the world’s earliest civilizations—ancient Egypt. Egypt, the land of pyramids and pharaohs, is certainly the most famous civilization of the Nile, but it was not the only one. South of Egypt, in the region called Nubia, other civilizations grew and made great cultural advances of their own.
The belief systems of the ancient Egyptians shaped many elements of their culture. In this week, you will learn about Egyptian beliefs and how they led the Egyptians to build pyramids as tombs for their rulers.
Let's Begin!
# Macro Strategies to Enable Occupation/Population Health Presentation
## Population Health Critique/presentation - 15%

In order to further build your understanding of project management and population health, you will search for, locate and review a project that addresses one of 3 national health priorities. You will work in a group of 3 and share your review via a presentation with your peers in a half-day seminar. In reviewing the project it is intended that you develop an appreciation of the factors that make for a well considered and executed project. Please review the guide and marking outline for this assignment.
This assignment relates to learning outcome 3.
# Macro Strategies to Enable Occupation/Project Assessment 3 - Final Report
## Final Project Report - 40%

As part of your project team you will write a 6000 word project report that will outline the entire project process from scoping through to the final outcomes/deliverables. It will follow a recommended proforma (see guide), which includes an executive summary, and recommendations. Supplementary documents to be submitted include the project logbook. You are encouraged to review the marking criteria. Due September 15th
This assignment relates to learning outcomes 2, 4, 5 & 6.
# Macro Strategies to Enable Occupation/Project Assessment 4 - Project Capabilities statement
## Project Capabilities Statement

You will record a one-minute verbal statement that succinctly conveys the nature of your project experience and the capabilities you feel you have developed through undertaking the project based learning experience. This can be a video (e.g. youtube) or audio file. This assessment is aimed at preparing you to articulate your professional capabilities as preparation for graduate job interviews. You will upload your statement as an asset to pebble pad, to enable tutors to provide brief feedback.
Submission details to be provided – due September 8th.
This assignment relates to learning outcome 7.
# Macro Strategies to Enable Occupation/Other Hurdle Requirements
## Other Hurdle Requirements

Your success in the subject relates to more that submitting the required assignments. These additional hurdles are set to ensure that you and your peers get the most out of the intended learning as part of MSP.
* Attendance at the final PBL in Week 10 –
* Submission of 450 word conference abstract per project group. The abstract is included as part of the conference proceedings, that each participant will receive -
* Participation in, and attendance at the graduating students’ conference to present project process and findings (Individuals attending international placements as part of OCT5PPC may present in the final weeks of MSP with the permission of the subject coordinator and agreement of all members of the project team).
# Macro Strategies to Enable Occupation/Introduction to the subject

In this subject you will look beyond the occupational challenges facing individuals and consider the ways that occupational therapists can enable change at the level of the service/organisation, community or population. This is referred to as macro level practice. You will gain knowledge and develop capabilities for your impending role as an influential health practitioner in a rapidly changing health and social policy context. The subject is comprised of three key themes: project management, prevention and health promotion, and preparation for contemporary practice. You will apply, critique and reflect upon major subject themes through appraising other projects and planning and conducting your own team-based project in collaboration with an external agency.
This subject has been re-developed to allow you to satisfy the learning objectives in a more flexible way. Most lectures have been re-developed as online resources such as web pages with associated youtube videos, podcasts and recommended readings. Your learning is also supported through: • a small number of campus based lectures (delivered on our Bundoora campus and video-conferenced to the Bendigo cohort) • project team supervision tutorials with a university project supervisor (in groups of 3, 6 or 9) • group seminars (in groups of 16/17 or 32/33).
You are required to be self-directed and keep up to date with weekly communications (via LMS) and follow the instructions provided each week about accessing the learning materials and attending the classes that may be scheduled.
Please view this short introduction from the subject coordinator.
# Macro Strategies to Enable Occupation/Project Assessment 1 - Proposal
## Project Proposal – 15%

As part of your project team you will generate and submit a 3000 word project proposal. The proposal is the written statement that captures the project background, justification and the plan of how the project will proceed. Your proposal should conform to the guidelines and you should review the project proposal criteria. The proposal is due Thursday 24th July.
This assignment relates to learning outcome 2.
# Macro Strategies to Enable Occupation/Project Assessment 2 - Work-in-progress report
## Work-in-progress seminar reports - Part A & Part B - Hurdle

In week’s 2 and 6 you will brief the seminar group as to your project progress to date. You will identify challenges and opportunities and invite your peers and the tutor to provide you with feedback/input that you can use and that enhances your peers’ appreciation of your project and its demands. Each group will have 20 minutes to present.
For WIP 1 (Week 2) you should orient your presentation to sharing your work to date on clarifying your aim, objectives and the key project tasks as you envisage them with the group.
For WIP 2 (Week 6) you are encouraged to update your peers on your project management progress, challenges and opportunities.
Please review the brief guide on the WIP sessions to help you with preparation.
This assignment relates to learning outcomes 2, 4, 5 & 6.
# Internet Protocol Analysis/Packet Analyzers/Terms Flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
    Log in to hide the Clear the cache of this page? message before each new flashcard.
* Packet Analyzers Terms
* A computer hardware component that connects a computer to a computer network is a _____. Network Interface Controller (NIC)
* Next Card
# Internet Protocol Analysis/Subnetting/Lesson Flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
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* Subnetting Lesson
* The number of subnetworks created by subnetting can be calculated as _____. The number of subnetworks created by subnetting can be calculated as 2$^n$, where n is the number of bits used for subnetting.
* Next Card
# Internet Protocol Analysis/Routing/Lesson Flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
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* Routing Lesson
* Open Shortest Path First (OSPF) is a _____ routing protocol. OSPF does not use a TCP/IP transport protocol (UDP, TCP), but is encapsulated directly in IP datagrams with protocol number _____. Open Shortest Path First (OSPF) is a link-state routing protocol. OSPF does not use a TCP/IP transport protocol (UDP, TCP), but is encapsulated directly in IP datagrams with protocol number 89.
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# Internet Protocol Analysis/Routing/Terms Flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
    Log in to hide the Clear the cache of this page? message before each new flashcard.
* Routing Terms
* A link-state method of notifying a router that a previously available route has become invalid is _____. route poisoning
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