OpenLLM-France/wikimedia huggingface dataset:
# MacOS/Homebrew

Homebrew is a non Apple official free and open-source software package management system that allows the installation of software on Apple's macOS operating system using the command line terminal.

## Basic Usage

To install software there are at least 3 commands: brew install, brew cask and brew tap:
* Install wget software:
** brew install wget
* Uninstall wget software
** brew uninstall wget
* Install Vagrant GUI software, such as Atom or Google Chrome:
** brew cask install vagrant
* View info of package: brew info wget
* Create your own package: brew create https://foo.com/bar-1.0.tgz
* Get a list of installed packages (formulae in Homebrew terminology):
** brew list
** brew list --versions (to include package versions)
** brew list PACKAGE_NAME List of file includes in PACKAGE_NAME
** brew cask list
** brew bundle
** brew leaves
Other commands: brew link

## Advanced Usage

* Get a list of files installed with package_name: brew list package_name
* Search available packages by name: brew search PACKAGE_NAME_TO_SEARCH
* To autoupdate your software, you can use https://github.com/DomT4/homebrew-autoupdate

## Maintenance

Get latest version of brew and package information.
* brew update or brew update -v
Get a list of not up to date packages:
* brew outdated
Upgrade every installed package, see also https://github.com/DomT4/homebrew-autoupdate to autoupdate your software.
* brew upgrade
To autoupdate your brew software, you can use
* homebrew-autoupdate https://github.com/DomT4/homebrew-autoupdate
# MOO Universities

Notes from the Rise and Fall of MOO Universities
These are some notes about the rise and fall of MOO Universities which is a historical capsule of some of the experiences I went through in the early 1990's. Wikiversity is the second time I've been involved in creating an online university, and there are a lot of lessons that I've learned.
If there is someone out there who is skilled at interviewing and wants to create a dissertation out of this, this would be really useful.
Roadrunner 15:34, 18 August 2006 (UTC)

## Start

The MOO was the key social element. Created by MediaMOO (Amy Bruckman) and LambdaMOO (Pavel Curtis).
Just a note. The idea of having multiple interacting corporations is something that worked well in the "first era of online internet universities." What happened was that you just had too many personality conflicts if you tried to fit everyone under one roof, so it worked much better to have several interacting non-profits (Globewide Network Academy, Diversity University, BioMOO, and Virtual Online University). The interesting thing was that each non-profit was basically organized around a single "queen bee" (me, Jeanne McWhorter, Gustavo Glusman, and William Painter).

## Decline

What killed the era of the MOO universities was that we didn't have the funds to match people like Yahoo and MSN who eventually developed chat and discussion facilities which attracted ordinary people and eventually killed the communities.

## Lessons

* You have to develop a sustainable open source technical infrastructure
* Cooperate with people who are willing to cooperate with you.
* Mentors are important
* Shared values are important
# Introduction to Proofs

* Introduction to Proof and Problem Solving
* An introductory course from the School of Mathematics
* Course Overview
* Students learn the basic concepts and ideas necessary for upper division mathematics courses and techniques of mathematical proof in the context of specific topics. Introduction to sets, relations, elementary mathematical logic, proof by contradiction, mathematical induction, and counting arguments.
* Since advanced mathematics courses require students to construct proofs, this class is necessary to study Real Analysis, Abstract Algebra, and beyond.

## Course requirements

The following knowledge is required or desirable on commencement of study of this course:
* High School Mathematics

## Course outline

We're going to follow a number of different sources for this course. First, there is the Wikibooks' Set Theory textbook. We'll also cover material from the Wikibooks' Mathematical Proof textbook. As there are some limitations to those texts, we'll also cover material from outside sources.
* Introduction to Mathematical Logic
* Introduction to Sets and Operations on Sets
* Direct Proof and Proof by Contradiction
* Mathematical Induction
* Equivalence Relations and Classes
* Orderings
* Functions and Mappings
* Number Theory and Combinatorial Proofs
* Countability Arguments

## Lecture series

* Lecture 1 Introduction to Proofs

## Assignments

Problem sets will be posted here after a certain number of lectures (to be specified.)

## Examinations

The plan is to have two 'midterm' exams and a comprehensive 'final' exam. Exam questions will be based on questions from the problem sets and the lectures.

## Recommended student evaluation scheme

not available yet
# Introduction to Quechua

* Introduction to Quechua
* Runa Simi
* Quechua , Runa Simi is a South American language or family of languages.
* Quechua is spread over a vast region of South America.
* The lessons in this method are in Southern Quechua spelling. Some texts will give information upon dialect pronunciations (with the adapted spelling for this context).
* Topics
* Subject 1: About Quechua
* Subject 2: Pronunciation
* Subject 3: Quechua dialects
| previous lesson | next lesson | Department | Division |
# Introduction to Quechua/Quechua dialects

Introduction to Quechua
Quechua 1
Variantes según SIL International
Rama
Dialecto
Código SIL
Supralecto
Quechua I
Waylay
Conchucos sur
qxo
Ancash-Huánuco (quechua ancashino)
Ancash-Yaru
Conchucos norte
qxn
Corongo
qwa
Huaylas
qwh
Sihuas
qws
Huamalíes
qvh
(Waylay/Wankay)
Huallaga
qub
Yaru-Huánuco
Ambo o San Rafael-Huariaca
qva
Chiquián
qxa
Margos-Yarowilca-Lauricocha
qvm
Wankay
Cajatambo-Lima norte
qvl
Panao o Pachitea
qxh
Santa Ana de Tusi
qxt
Yanahuanca
qur
Norte de Junín
qvn
Huaylla Huanca
qvw
Jauja-Huanca (quechua huanca)
Jauja Huanca
qxw
Quechua 2
Variantes según SIL International
Rama
Dialecto
Código SIL
Supralecto
Quechua II
A (Yunkay)
Chincha
qxc
Yauyos
Yauyos
qux
Pacaraos
qvp
Cajamarca
qvc
Cajamarca-Cañaris
Lambayeque
quf
B (norteño)
Inga
inb
Chachapoya-Lamas (quichua)
Inga de la selva
inj
Calderón (tierras altas)
qud
Chimborazo (tierras altas)
qug
Cañar (tierras altas)
qxr
Imbabura (tierras altas)
qvi
Loja (tierras altas)
qvj
Salasaca (tierras altas)
qxl
Tena (tierras bajas)
quw
Pastaza norte
qvz
Pastaza sur
qup
Chachapoyas
quk
Napo (tierras bajas
qvo
San Martín
qvs
C
Arequipa-La Unión
qxu
Cuzco - Ayacucho (sureño)
Ayacucho
quy
Apurímac (¿parte del puneño?)
qve
Norboliviano
qul
Sudboliviano
quh
Chileno (¿sudboliviano?)
cqu
Clásico (extinto)
qwc
Cusco
quz
Puno (¿parte del norboliviano?)
qxp
Quichua santiagueño
qus :
| previous lesson | previous page | next page | lesson intro | next lesson | Department | Division |
# Introduction to Quechua/About Quechua

* Introduction to Quechua
* General aspects of Quechua
* Quechua is a very regular agglutinative language.
* There are no irregular verbs.
* Suffixes are added to the root of the verb to create new words.
* For instance, K'oñi = Warm gives K'oñichiy = To get warm.
* In Quechua you don't have to worry whether a word is masculine or feminine.
* Quechua does not have definite and indefinite articles (like "the" and "a").
* Plural
* The plural is formed by adding "kuna", or specifying the number.
| previous lesson | previous page | next page | lesson intro | next lesson | Department | Division |
# Introduction to Reading English

English is constructed of:
* Nouns - Nouns are Objects, meaning Persons, Places, or Things.
** Example - I threw the ball.
* Verbs - Lexical Verbs fall into three main categories, actions, states and events.
* [Action] Action verbs may have an object (transitive verbs) or they may have none (intransitive verbs)
** Example - Action (transitive):I threw the ball.
** Example - Action (intransitive) : He smiled.
* [state] State verbs are verbs like love, hate, think, believe. They tend to be verbs concerned with emotions and thinking, as well as the verb to be
** Example - I admire him for his courage
* [Event] Some verbs describe events rather than actions.
** Example - Stocks fell on Wall Street this morning.
* Auxiliary Verbs - These are the verbs be, do and have. They are used for interrogatives, aspect and passive. Note that the three verbs can also exist as lexical verbs.
** Example - Do you like her?
** Example - He has been living here for three years.
** Example - He was killed in an accident.
* Modal Verbs Core modal verbs (must, could, should, might, can, may, will, would, shall) indicate degree of probability/certainty/necessity and are also used to indicate politeness and tentativeness.
** Example - (probability) He could be in Birmingham but he might have gone to Nuneaton.
** Example - (necessity) You must sign it now or you'll lose the money.
** Example - (politeness) Would you step this way, sir?
* Adjectives - Words that DESCRIBE Nouns.
** Example - I threw the red ball.
* Adverbs - Words that DESCRIBE Verbs.
** Example - I quickly threw the red ball.
* Pronouns - Words that IDENTIFY the Actor or Object.
** Example - I quickly threw the red ball.
** Example - He quickly threw the red ball.
** Example - It quickly threw the red ball.
** Example - I quickly threw the red ball at it.
# Introduction to Reading English/Adjectives
## Adjectives

Adjectives are words that describe nouns.

### Syntax

In English, adjectives go before nouns, for example 'The black cat.'

### Gradable and non-gradable

Adjectives are generally gradable or non-gradable. Gradable adjectives can take the word "very", but not the words "completely" or "absolutely", whereas non-gradable adjectives are the reverse: they sound strange with the word "very" and do take the words "absolutely" or "completely."
| Gradable | Non-gradable |
| very cold | completely cold |
| very freezing | absolutely freezing |
Examples of gradable and non-gradable adjective pairs:
| Gradable | Non-gradable |
| hot | scorching |
| good | perfect |
| bad | awful |
| funny | hilarious |
| interesting | fascinating |
Choosing a gradable or non-gradable adjective can change the force of your language, which is important for example for communicating your feelings when giving praise or making complaints, or for using exaggeration to make a story more interesting.
# Islamic political thought/The Abbasid Caliphate

PRE-MODERN ISLAMIC POLITICAL THOUGHT (645-1500 CE) WEEK THREE THROUGH WEEK FIVE
LESSON TITLE: The Abbasid Caliphate
OPR: To be determined OFFICE PHONE: To be determined
PRESCRIBING DIRECTIVE(S):
* Aslan, Reza. No god but God. New York: Random House, Inc., 2006.
* Black, Antony. The History of Islamic Political Thought: From the Prophet to the Present.
    New York: Routledge, 2001.
    2006.
    New York: Routledge, 2000.
LESSON OBJECTIVE:
* Identify characteristics and nomenclature of the Abbasid Caliphate regarding the justification of rule, type of political establishment, and role of religious authority versus secular authority.
* Identify key thinkers of the period and their contribution to the evolution of Islamic political thought.
METHOD OF INSTRUCTION: Lecture/Student-based discussion
TIME: 1 hour 50 minutes
PERIOD 2: The Rise of the Abbasid Caliphate, Ibn Muqaffa, Caliph al-Ma’mun,
OBJECTIVES: To understand general concepts about the following issues:
* The Demise of the Umayyad
* The Rise of the Abbasid Caliphate
* Iranian Monarchial Influences
* Ibn Muqaffa
* Caliph Ma’mun
INSTRUCTIONAL AIDS: -ELMO
VISUAL AIDS:
* Dry-erase board
* Visual representations of timeline regarding Islamic political thought
* Visual representations of Abbasid genealogy
# Medicine/Hypothermia

Victims of severe hypothermia sometimes worsen their condition by removing their clothes, this is a sad but well known fact. That bizarre behaviour greatly increases heat loss and makes it less likely that rescuers will find the victim while that person’s life can still be saved.
Research has been done about what type of person is most likely to undress in this way but as far as this author knows no research has been done over what types of clothing are most likely to be removed.
A great many modern clothes are easy to take off, trousers and skirts are sometimes only held up by elastic, pullovers and short sleeved tops frequently have no fastenings at all. By contrast during the 19th century and before undressing was likely to involve untying straps and laces, unbuckling belts, undoing braces. Anyone with the presence of mind to do all the above probably understood that removing clothes in very cold conditions is a bad idea. Antarctic explorer, Scott wrote that one of his team, Atkinson got lost in bad weather and became confused through hypothermia, despite confusion Atkinson did not undress. Also doctors have written detailed descriptions of the behaviour of Napolion's soldiers succumbing to cold during the retreat from Moscow in 1812. These desctiptions do not include undressing.
It certainly would not be reasonable to suggest that removing clothes in general should be made less convenient. Only a small proportion of us are likely face problems through extreme hypothermia. In any case when people are confused through heat stroke or any heat related condition is would be better if they can undress easily.
Despite this when clothes are intended to be worn in very cold conditions there is a case for designing garments so some presence of mind is needed to remove them. This author hopes researchers in the field will investigate what types of clothes are removed during paradoxical undressing as this could possibly provide useful advice for manucfacturers of clothes worn in extreme cold.
# Medium- and Long-term Financing

| Unit 8.1-Medium- and Long-term Financing | Introduction | Ex-Im Bank Programs | Financing Programs | Multilateral Organizations | Summary | Resources | Activities | Assessment Return to Trade Finance Module 8: Medium- and Long-term Financing |

## Unit 8.1- Medium- and Long-term Financing

Providers of medium- and long-term financing such as Ex-Im Bank’s guarantees allow banks to finance buyers who would otherwise be unable to get financing either in the United States or in their home country because of the transaction size, risk, location of the buyer and the debt servicing associated with this type of financing. Medium-term and long-term financing are available for capital goods or services that have a useful life that extends beyond one year. A creditworthy buyer who cannot get financing from a local bank may find more favorable terms through Ex-Im Bank. These programs help make international transactions more attractive for both a buyer and a seller. Ex-Im Bank provides full payment to the seller, and the buyer gets financing that would not be available otherwise, thus allowing a transaction to move forward.

### Unit Objectives

The goal in this lesson is to introduce you to sources of medium- and long-term finance for an overseas buyer (internal/external) which can offer a buyer extended payment terms while providing cash payment to the seller without recourse. By the end of this unit you will be able to
* identify providers and sources of medium- and long-term trade financing
* identify medium- and long-term financing tenors
* identify the role and function of the following:
* export credit agency financing
* multilateral organizations
* regional development banks
* credit insurers
* private sector financing

### Unit Outline

* Introduction
* Ex-Im Bank Programs
* Other Medium- and Long-Term Financing Programs
* Multilateral Organizations
* Summary
* Resources
* Activities
* Assessment
Correlation: Materials from this unit correlate with NASBITE CGCP's Knowledge Statement 04/08/01: Knowledge of forms of medium- and long-term financing (e.g., government supported finance, finance provided by banks and financial institutions, lease financing)
# Medium- and Long-term Financing/Activities

| Unit 8.1-Medium- and Long-term Financing | Introduction | Ex-Im Bank Programs | Financing Programs | Multilateral Organizations | Summary | Resources | Activities | Assessment Return to Trade Finance Module 8: Medium- and Long-term Financing |

## Activity

This activity can be done as an individual or as a small group assignment. The individuals can then present their findings to the class as a whole. Open the country limitation schedule for Ex-Im Bank (www.exim.gov). Use the schedule to begin your analysis for the following situations.
1. Select three countries where financing coverage is not provided by Ex-Im Bank. Review the notes and the definition of terms at the end of the schedule and discuss the notes for the countries you have selected. Having evaluated Ex-Im Bank’s reasons for not providing coverage, select one of the three countries and evaluate the political and economic associations with the United States.
2. Select three countries that provide complete coverage with some conditional notes under Ex-Im Bank. Review the notes and the definition of terms at the end of the schedule and discuss the notes for the countries you have selected. Having evaluated Ex-Im Bank’s reasons for providing coverage, select one of the countries and evaluate the conditions from economic and political view points that would make the program attractive to a foreign buyer over financing options available in the country.
3. Select three countries that have open coverage without any note conditions by Ex-Im Bank and evaluate the political and economic differences of all three countries to the United States. Your analysis should include whether Ex-Im Bank’s programs are more attractive to the buyer than financing available in the respective countries.
4. Select three countries that have partial coverage in either the public or private sectors. Review the notes and the definition of terms at the end of the schedule and discuss the notes for the countries you have selected. Having evaluated Ex-Im Bank’s reasons for providing partial coverage, select one country and discuss the political and economic conditions that support Ex-Im Bank’s decision to provide partial coverage.
# Medicine/Teaching and learning

Teaching and Learning Theories: Implications to Medical Education

## Teaching and Learning Theories

We will discuss some major learning theories.

### Behaviorism

Behaviorism leads to several implications in medical education:
* Teacher centered – Content oriented
* Experience and knowledge is external to learners
* Curriculum designer distills and arranges this experience and knowledge

### Constructivism

Constructivism leads to several implications in medical education:
* Student centered – Learning oriented
* Learners acquire experience and knowledge in their lives
* Curriculum designer provides an experience that will tap learner's values and ideas

## Distance Teaching and Learning

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
# Medium- and Long-term Financing/Assessment

| Unit 8.1-Medium- and Long-term Financing | Introduction | Ex-Im Bank Programs | Financing Programs | Multilateral Organizations | Summary | Resources | Activities | Assessment Return to Trade Finance Module 8: Medium- and Long-term Financing |
# Medium- and Long-term Financing/Multilateral Organizations

| Unit 8.1-Medium- and Long-term Financing | Introduction | Ex-Im Bank Programs | Financing Programs | Multilateral Organizations | Summary | Resources | Activities | Assessment Return to Trade Finance Module 8: Medium- and Long-term Financing |

## Multilateral Organizations

Multilateralism is a term defined by Webster’s Collegiate Dictionary (11th edition) as “involving or participated in by more than two nations or parties (such as agreements).” Most international organizations, such as the United Nations and the World Trade Organization, are multilateral in nature.

### Multilateral Development Banks

Multilateral development banks were established to stimulate and foster international economic activity by financing strategic projects around the world. Some examples include:
* the World Bank
* the Inter-American Development Bank
* the Asian Development Bank
* the Caribbean Development Bank
* the African Development Bank
* the European Bank for Reconstruction and Development
All have a specific regional focus with the exception of the World Bank. The banks operate with funds contributed by the member countries and distribute the funds for specific developmental projects. Each year project priorities and funding programs are established by the banks. Once established, companies and/or other government agencies are encouraged to submit proposals for funding.

### United Nations Development Program

The United Nations Development Program (UNDP) is affiliated with the United Nations (UN) to provide multilateral development. One hundred thirty countries are contributors to the program which provides a network of specialized international agencies that give technical assistance and financing support to underdeveloped countries. A developing country will review offers or bids from companies interested in providing the services needed and award contracts accordingly with funding the UNDP. The suppliers must keep in close contact with the UNDP and its affiliated executing agencies in order to know what contracts are coming up for bid.
# Mooversity

Welcome to the Mooversity learning project. This learning project allows Wikiversity participants to create and develop a MOO specifically for Wikiversity participants.

## Initial plans

* Start on a free MOO hosting service? example
* Eventually host the Wikiversity MOO on the sandbox server?
* Tour Moulton's historic MicroMuse:
   * Telnet to guest.musenet.org and login at the Unix login prompt as 'guest' with password 'mud'
   * SSH (Secure Shell) to guest:mud@guest.musenet.org
   * Use your own Mud Client and connect to MicroMuse.MuseNet.Org Port 4201
      * At the MicroMuse Splash Page, type: Connect Visitor SomeName

## Uses

Learning object-oriented programming.
Links from Wikiversity pages guide Wikiversity participants into the MOO where they can have "virtual reality" interactions with each other and simulations of famous people, places and interesting things. For example, On the Soul: discussion group could have a place in the MOO where participants could have a simulated philosophical discussion with Aristotle.
# Moral Reasoning/Lucky You

Although Mark and Larry did not know one another, each of them was pleased to receive an invitation to an upcoming cocktail party. They each drove themselves to the party, enjoyed themselves, had too much to drink, and recognized they were somewhere between buzzed and blitzed by the end of the evening. Nonetheless they each decided to drive themselves home, and each of them ran right through a red traffic light they didn’t seem to notice. Luckily the intersection was clear when Larry sped through it. He continued to drive home, got himself into bed, slept off his hangover, and thought nothing further about that night. Mark had a different experience. Unfortunately, a small car carrying a family was passing through the intersection when Mark sped into the intersection and smashed into that car. Although Mark survived with minor injuries, two people in the other car were killed and two children were severely injured.
How can we compare the moral status of Mark and Larry? What punishments or reparations seem fair? Could any atonement be sufficient? Should Mark and Larry be treated differently? Why?
# Moodle/Participants
## Participants

* Jtneill - Talk 10:40, 23 March 2008 (UTC) | Moodle.org (Profile)
# Moon
## Basic Information

* Orbits around the Earth
* Has a radius of 1740 Km (making it the 5th biggest moon).
* Has a rocky composition with a poor metal content.
* No atmosphere
* Shows different phases based on the moon's position in its orbit.

## How Has The Moon Benefited Earth?

* Controls Water movement (tides)
* Fixed the Earths wobble (see Earth Creation/History for more information)
* May Also help Protect us from collisions from other objects (ex. Meteors)
* Provides natural light during the night as a result from the reflection of light from the Sun