OpenLLM-France/wikimedia huggingface dataset:
# Oracle Database Administration/Architecture

This lesson introduces Oracle database architecture.

## Objectives and Skills

Objectives and skills for the database architecture portion of Oracle Database Administration I certification include:
* Exploring the Oracle Database Architecture
** Explain the Memory Structures
** Describe the Process Structures
** Overview of Storage Structures

## Readings

* Oracle: Database 2-Day DBA Managing the Oracle Instance

## Multimedia

* YouTube: General Oracle Architecture
* YouTube: Processes & Memory
* YouTube: Datafiles & Tablespaces pt 1

## Activities

* Complete the tutorial Oracle: Managing the Oracle Instance.
* Identify instance configuration.
** Review Oracle: Introduction to Oracle Database Architecture.
** Using either SQL*PLUS or SQL Developer, connect to Oracle Database as either SYSTEM or SYS AS SYSDBA.
** Use the following query to identify clustered (YES) or stand-alone mode: SELECT PARALLEL FROM V$INSTANCE;
** Use the following query to identify data protection level: SELECT PROTECTION_LEVEL FROM V$DATABASE;
** Use the following query to identify Streams configuration: SELECT * FROM DBA_STREAMS_ADMINISTRATOR;
* Identify memory structures.
** Review Oracle: Memory Architecture.
** Use the following query to identify System Global Area (SGA) memory structures and usage: SELECT COMPONENT, CURRENT_SIZE, MIN_SIZE, MAX_SIZE FROM V$SGA_DYNAMIC_COMPONENTS;
** Use the following query to identify Program Global Area (PGA) memory usage: SELECT * FROM V$PGASTAT;
* Identify process structures.
** Review Oracle: Process Architecture.
** Use the following query to identify current sessions: SELECT PROGRAM FROM V$SESSION;
** Use the following query to identify current processes: SELECT PROGRAM FROM V$PROCESS;
* Identify storage structures.
** Review Oracle: Tablespaces, Datafiles, and Control Files.
** Use the following query to identify user extents: SELECT * FROM DBA_EXTENTS WHERE TABLESPACE_NAME = 'USERS';
** Use the following query to identify data files: SELECT * FROM V$DATAFILE;
** Use the following query to identify table spaces: SELECT * FROM DBA_TABLESPACES;
** Use the following query to identify log files: SELECT * FROM V$LOGFILE
** Use the following query to identify the control file: SELECT * FROM V$CONTROLFILE;
** Use the following query to identify log information: SELECT * FROM V$LOG

## See Also

* Oracle: Database Architecture
* Oracle: Memory Architecture
* Oracle: Process Architecture
* Oracle: V$INSTANCE
* Oracle: V$DATABASE
* Oracle: DBA_STREAMS_ADMINISTRATOR
* Oracle: V$SGA_DYNAMIC_COMPONENTS
* Oracle: V$PGASTAT
* Oracle: V$SESSION
* Oracle: V$PROCESS
* Oracle: DBA_EXTENTS
* Oracle: V$DATAFILE
* Oracle: DBA_TABLESPACES
* Oracle: V$LOGFILE
* Oracle: V$CONTROLFILE
* Oracle: V$LOG
# Music and Songwriting/The Swift Equation - A Guide To Songwriting and Song Improvisation

A good song is a hit song - Irving Berlin
A hit song is a song that hits you - Jon Michael Swift
This project is as much about writing songs slowly as it is about writing them instantly. We will collect knowledge about how to master new styles as well as make up entertaining renditions of those styles on the spot. We'll also talk about developing your own style and improvisation techniques as well.

## Cloud

Andrew Huang's 147 Ways to Write a Melody
Freestyle serenading hot girls https://www.youtube.com/watch?v=Vz6OeQFUGGI
# Music of the Baroque Era
## The Baroque Era

"Baroque" is traditionally the term applied to a highly grand and decorative form of artistic expression in the 17th century. The term was first used to describe architecture and art, but was later applied to music. The period is often described as existing from the birth of opera and oratorio in the 1600s until the influence of classical style became widespread in the 1760s. Learning resources should be published in this area to further explain the Baroque era, style and composers who were influenced by the time.

## Composers

The Baroque era hosted one of the most loved composers ever to have put pen to paper.
The German composer Johann Sebastian Bach wrote many cantatas, several oratorios, and lots of other choral and instrumental music. Bach was probably one of the most prolific composers to ever live, at one stage writing a large-scale cantata and two organ pieces every week (for nearly three years) He is often considered a master of harmony, and students today still learn his principles of harmonisation.
The French court composer Jean-Baptiste Lully was perhaps the first Baroque composer to gain notoriety. With his compositions for the French court, Baroque music became more magnificent than what had come before, with larger orchestration.
In England, Henry Purcell showed a very different style to other composers of the time.

## Musical Forms
### Fugue

A fugue is a musical composition involving two or more independent parts. It is organized around a "subject" (like a theme) which is repeated in varied ways throughout the composition. The subject can appear in one of four ways: 1) original form; 2) inverted ("upside down"); 3) retrograde (backwards); or 4) retrograde inverted. J.S. Bach was famous for his fugues.

### Suite

A suite is a collection of short pieces of music all associated with dances. All the dances are in the same key. They contrast one another in terms of time signature and/or metre. Although a suite's pieces were all once associated with dances, the Baroque suite is meant for listening, not as dance accompaniment.

## Further Reading
### Wikipedia

"Baroque" at Wikipedia
"Baroque Music" at Wikipedia
# Welcome Letter

TLDR summary of this email
We're excited to get to know you through the UFAB course! Make sure you sent us a question or an introduction email (hyperlink form or email address) so we can write back and start getting to know you! Keep your eyes open for us to send you a personalized musical challenge to get you involved in the UFAB community.
Until then,
Jonathan
Musician/Teacher/Dreamer
Hi,
Thanks for signing up for the course! You may not have realized that what you’ve just joined is much more than just a series of videos.
My name is Jonathan and I have a dream to bring music to everyone on the planet. This is a hard challenge, but I believe that I can build a community that can reach this goal through the natural joy of learning.
One important part of of this challenge is to teach music to everyone, and I think that can only be done through human interaction. Video lessons are useful, but most people need another human being to guide them through many of the challenges in this path. I wish I could do it all myself, but it is impossible. Lucky for me, I don’t need to be the only one on this journey, since teaching is a great way to learn! Think about it for a second…
If I have something I want to teach everybody…
and everybody needs to learn it…
but you can learn by teaching…
why don’t we all just teach each other?!?
The purpose of this course, on top of teaching you how to play Ukulele, is to teach you how learn in the fastest, funnest, and free-est way possible, which is to start sharing what you learn as soon as you learn it. This might be through 1-1 tutoring, or posting videos of your progress, or answering questions other players have, or sharing notes or ideas you’ve come up with. There may be other ways to teach that we haven’t even imagined yet! All of this things can be tailored to your needs as a learner while also providing something very necessary for others as well – feedback and interaction with real people!
If you think this sounds like an adventure you’re interested in, start engaging the community through comments in videos, and wait for a response to your question from the initial sign-up sheet. If you didn’t include a question, feel free to send your #1 beginner question to me at and I’ll try to answer ASAP. Feel free to write us again if you feel like we lost your question – some times spam folders are a little grabby of incoming emails ;-)
From there, hopefully we can give you your first music-learning challenge!
Looking forward to meeting you!
Jonathan
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/lesson template

SWG Lesson Page Template

## Song Title - Artist Name - Arranger Name

Introductory Lesson Link
Explanatory notes paragraph

### Playing tips
## Lessons
### Basic

Video Link
Tab Link

#### Lesson Notes
### Intermediate

Video Link
Tab Link

#### Lesson Notes
### Advanced

Video Link
Tab Link

#### Lesson Notes
## Song Stats

Notable techniques
Original Key
Tempo
Tuning
Key fingering
SWG Level/Sequences

## Practice logs

Player Name
Previous Experience
Current Playing Level of the Song
Minutes in Practice Room
Link to Song Performance
sequence links
# Music appreciation and history/Why we need essays about music

I'm not sure why we need essays about music. Personally, I need music, but can't explain why.
But I have lots to say about why we need essays.
I am a retired physics professor who also taught a lot of courses for people with little or no interest in science. A typical example would be Introductory Astronomy. I tried to make the course relevant to students by hinting at either the history of the subject, or why an understanding of science is essential to everybody in a democratic society. At all levels of everything we do, communication is essential. Scientific knowledge is developed and verified through scientific publications. These publications are an essential part of what we call the scientific method. And democracies make decisions based on knowledge that is created by scientific publications and communicated to the public through other publications (called secondary sources.)
When I look around the world, almost without exception, the only places I would want to live are democracies. I can't say whether the link between livability and democracy is causal: Perhaps only wealthy countries can afford democracy, or perhaps democracy itself is a source of wealth. Either way, supporting democracy is a safe bet. And democracies require an educated public, and that means we need to learn to communicate.
When I look at social media, political dialogue, and even much of what appears in the news, I do not see much communication. Instead I see a desert of cliches and meaningless attempts at rhetoric. So that brings us to the idea that you should learn how to write a thoughtful essay. I wrote a thoughtful essay, not on music, but on the need to write essays. It rambles a bit, but here it is:
# Music and Songwriting/The Songwriter's Grooves Project - A Guide to Singing and Playing Guitar/The Travis Picking Song Series/Treetop Flyer
## Treetop Flyer - Stephen Stills

Introductory Lesson
This song has something of a cult following among singer-songwriters who have taken notice of its artful lyrics and creative guitar work. To many performing artists this song is a flagship creation in the craft of singer-songwriter performance. It's been recorded and performed by many artists other than Stills, and Ray Lamontagne has been quoted as saying it's the song that inspired him to start his career.
Wiki for the Album

### Performance/Recording Links

Original Recording on the album "Stills Alone."
Live at the "Daylight Again" Concert
Bootleg from the "Just Roll" tape

### Cover Performances

David Jacobs-Strain

### Playing tips
## Lessons
### Basic

Outline of the song by Steve from the Music Room
This lesson doesn't go into a lot of detail, but gives a good simplified idea of how the song goes. Not everyone plays in the double drop D tuning taught here, but it certainly can work.

### Intermediate

Jon Michael Swift's Intro to playing the Verses
Tab Link
This lesson gives some examples of the common patterns Stills uses to comp the song.

### Advanced

Video Link
Tab Link
This is a lesson on the transcription of the "Daylight Again" live performance, note-for-note, by Jon Michael Swift.

## Song stats

Notable techniques
Original Key
Tempo
Tuning
Key fingering
SWG Level/Sequences

## Practice logs

Name Previous Experience Current Playing Level Minutes in Practice Room
sequence links
# Music of the 20th Century

The twentieth century brought about drastic changes in the way classical music was written and performed. Some composers pushed the preceding Romantic period music to more extended harmonies and fluid compositional form. Others decided to create totally new harmonic systems to create strikingly different music from that of their predecessors. Overall, this century brought about many innovations and ideas that both freed the composer from conventional restraints and brought about some of the fiercest debates on what music "is."
# Music in film

? merge to Music
Welcome to the Wikiversity Department of Music in Film, part of the School of Music.

## Department description

Participants study the history of music in film and create sound tracks for new movies.

## Department news

* 4 September 2006 - Department founded!

## Learning Projects

Here are the current leaning project in the Department of Music in Film:
   * Wikiversity the Movie/music - participants make the sound track, including original music, for Wikiversity the Movie.
   * Creating music with your PC - participants make music using their personal computer.
   * Film scoring introduction for filmmakers (non-musicians)
      * Theses are lessons for film directors and film editors who want to learn to make music for motion pictures. The lessons teach you how to use Apple's GarageBand to create moods for a dramatic scene. Part of the Wikiversity Film School.
   * Scoring for Musicians
      * Breaks down film scoring into the basic steps for musicians who want to expand their skills. After 15 very short lessons, you begin working with real scenes. Developed in partnership with Wikiversity Film School.

### Note to Instructors

    See: Learning Projects and the Wikiversity:Learning model.
    Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the learning project (learning projects are independent pages in the main namespace) and start writing! We suggest the use of the learning project template, by doing {{subst:Template:Learning project}} on the new page.
    Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource.

### Remember

    Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.
    Select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by code, however code numbers are optional.

### Degree plans

See: Degree plan

### Streams

See: Stream plan

## Active participants

Active participants in this Learning Group
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed).
# MDLD/polynomial ring (1K)

Start=polynomial ring (1K) Target=Polynomials/Field/Introduction/Section
# MDLD/prime number

Start=prime number Target=Natural numbers/Prime number/Definition
# MDLD/prime numbers

Start=prime numbers See=prime number MDLD/prime number Target=Natural numbers/Prime number/Definition
# MDLD/primitive function (R)

Start=primitive function (R) Target=Function/R/Primitive function/Definition
# MDLD/power series (R)

Start=power series (R) Target=Real numbers/Power series/Definition
# MDLD/polynomial ring (K1)

Start=polynomial ring (K1) Target=Polynomials/Field/Introduction/Section
# MDLD/polynomials (1R)

Start=polynomials (1R) See=polynomial (1R) MDLD/polynomial (1R) Target=Polynomial/Field/1/Definition
# MDLD/primitive function

Start=primitive function Target=Function/R/Primitive function/Definition
# MDLD/polynomial ring

Start=polynomial ring Target=Polynomials/Field/Introduction/Section
# MDLD/polynomials (R)

Start=polynomials (R) Target=Polynomial/Field/1/Definition
# Open Global Health/1st meeting

The first Open Global Health meeting took place on 15 November 2015, in Brussels, during OpenCon 2015.

## Description

While global health involves large data to infer population-level behaviors and to inform policy makers, we are less inclined to share the underlying data due to patient confidentiality, national laws, and data novelty. Complex relationships with donors and legal requirements to keep critical patient data within a given country require novel ways to make global health research more evidence-driven, reproducible, and transparent. Realizing this goal requires developing simulation/anonymization tools, enabling easy implementation of interactive visualization, and advocating policy changes. This session invites health professionals, biostatistician, policy makers, and to discuss how to implement and advance OpenGlobalHealth. After OpenCon, the group of interested participants would continue collaborating on these topics and advocating open data and open research in global health.
# Open Global Health/Proposal IDRC

We plan to send an Unsolicited Concept Note to IDRC.

## Instructions (from their website)

Research ideas are not project proposals. They are short concept notes of about 800 words that must address the following questions:
1. What is the problem for which you are seeking funding?
2. Why is it important?
3. What are the main objectives for your proposed activity?
4. How will your objectives be achieved?
5. What are the expected outputs?
6. What is the proposed timeline?
7. What is the approximate budget?
8. How can we contact you?
# Open Global Health/Conferences

List of conferences to see if we can open up abstracts and other information.
We should keep an eye on this list from AIDS CLINICAL TRIALS GROUP, which shows some prominent conferences.
| Name | Site |
| The 7th South Africa AIDS 2015 Conference (South Africa) | http://www.saaids.com |
| INTERNATIONAL CONFERENCE ON AIDS AND STI’s IN AFRICA (Zimbabwe) | http://icasa2015zimbabwe.org |
| 2015 Global Health Conference | http://www.2015ghc.com |
# Progress and Prospects in Parkinson's Research/Researching Parkinson's

< Back to Progress_and_Prospects_in_Parkinson's_Research
To start with this page will say the obvious: that there is a huge number of scientists doing research into Parkinson's throughout the world. With an aging population the number of people with age-linked diseases such as Parkinson's will inevitably increase. Governments and organisations have therefore realised that, quite apart from the human distress caused by this devastating disease, there could be immense economic and social costs if a cure or radically better treatments are not developed. Hence the substantial sums raised and spent on Parkinson's research today.
Solving the problem of Parkinson's and other neurological diseases has not proved to be easy. As a consequence, the armories of innumerable disciplines have been recruited in the quest: pharmacology, pathology, basic biochemistry, neuroscience, genetics, epidemiology, radiology, regenerative medicine including the use of stem cells and even systems biology and physiotherapy.
Patients groups have been encouraged to participate in the development of strategies for making Parkinson's research more effective and to expedite the eventual attainment of a cure and efficacious preventative measures. Non-governmental organisations have arisen in various parts of the world to raise more money for research and to champion strategy development on behalf of those whose lives are affected by this chronic condition.
The scientific community has therefore discovered that there are many people who are intensely interested in what they are doing and what they are achieving. They cannot keep what they do in laboratories and through clinical or epidemiological studies hidden within scientific papers and specialist conferences. There is a demand for more knowledge from the ultimate beneficiaries of their work. This demand is demonstrated by the amazing success of meetings such as the World Parkinson Congress and other meetings where researchers address ordinary people. The encouraging thing is that researchers respond enthusiastically to this contact with lay people and it could be said that a true partnership is developing.
Many people affected by Parkinson's are indeed interested in learning more about the progress being made in this field which constantly uncovers more complexity. This wikiversity learning project is thus aimed at helping people in Researching the Research.

## Researching Research

How the non-specialist can systematically find out information about research both from the scientific literature and other sources and to organise it so that it can be easily referenced.
What should be in your toolbox?
More on topical areas of research?
Animal models will feature prominently and their shortcomings could be discussed in subpages.
The use of biological samples taken from patients is also an important recent development including the use of induced pluripotent cells (iPD cells) grown from tissue samples.
# Progress and Prospects in Parkinson's Research/Researching Parkinson's/Modelling PD/Animal Models

There are many animal models and they and the results achieved from them should be discussed here.
Their shortcomings should also be discussed.
# Progress and Prospects in Parkinson's Research/Pathogenesis/Current Parkinson's Paradigm/Oxidative Stress

A general account of the involvement of oxidative stress in Parkinson's from different perspectives including mitochondrial dysfunction, dysfunction of genes such as DJ-1 and the reactive oxygen species generated in the inflammatory response.
Also melatonin as a protective agent: 1. Russel J. Reiter, Lucien C. Manchester, and Dun-Xian Tan, “Neurotoxins: Free Radical Mechanisms and Melatonin Protection” 8, no. 3 (September 2010): 194-210. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3001213/
# Progress and Prospects in Parkinson's Research/Symptoms//Propranolol

[[Parkinson's_Symptoms/Propranolol|
# Progress and Prospects in Parkinson's Research/Symptoms/A-Z Table

Links to the symptoms of Parkinson's in alphabetical order:
| A | B | C | D | E |
| F - G | H | I - L | M - N | O |
| P - Q | R | S | T | U - Z |
(Click to go to table for editing)