OpenLLM-France/wikimedia huggingface dataset:
# E-Safety/Safe Passwords

* Lesson Objectives
* Understand what makes a strong password
* Understand why you need to have separate passwords for every website/service you use.
* Know how to create a password safe using Word

## Starter

* Here is some information about Ali:
* Ali was born on 1st Jan 2001
* Favourite football team is United FC
* Pet dog is called Scamp
* Favourite food is pasta
* Mobile number is 01777 123456
* Ali has created a password for a FaceBook account, relating to something above.
* Write down a list of passwords Ali might have used
* Should Ali be on FaceBook?
* Why should Ali NOT use any of the above as a password?

### Answers

There are many possible passwords that relate to your name/location/DOB/hobbies
No – Too young!
Passwords should not relate to information that is publicly available on your profile page, which is often visible to other people.

## Demonstration

A good password is hard to crack (guess/hack) but easy to remember!
One easy technique is to come up with an easy to remember phrase and then reduce it to intials and numbers:
Take the phrase:
Wisdom is not like money to be tied up and hidden
Now substitute the and for & or + and substitute the to for a number 2
Wisdom is not like money 2 be tied up & hidden
Now take the first letter only
winlm2btu&h
Now add some capitals - the first letter at least can be a capital
Winlm2btu&h

## Task 1: Strong password tips

* Password Worksheet
* IMPORTANT :: Do not use any passwords that you are already using for your answers
* 'For each of the following techniques, create 2 different passowrds'
* Eg Use Letters and Numbers: l3m0nad3 / lemonade2934
* Use letters and numbers
* Use a minimum of 8 characters
* Don’t use personal information
* Use characters like brackets
* Use a mixture of capitals and lower case letters
* Use a sentence / song lyric instead of a word
* Only use the first letters of that sentence
* Use different languages
* Using examples from above think of suitable passwords to use for the following: (again, not ones that you currently use)
* A Social Network account
* A games website
* An email account
* Create a super password using as many of the above techniques as you can

## Task 2: Creating a password safe

Questions for student discussion:
* Why is it good to have a different password for each account you have?
Creating a password safe can help to remember multiple passwords.
# E-lab on education/Intro

The need of new principles and methods for massive scientific education has become particularly relevant with the awareness of new complex societal and globalized problems. The new education must become more personalized, as the skills needed to master our world are increasingly sophisticated, but also diversified. Personalized education should also be participative (as with the personal tutor of ancient times), predictive (for guessing the next step toward the best skill level), and also preventive (for avoiding withdrawals). Defining, and also implementing, such a new educational paradigm requires the discussion of new concepts, definitions, protocols, and the use of very specific tools for massive education. This is the main goal of the CS-DC e-Laboratory on Education. Particularly, the challenges are the following:
# E-participation in the EuroDIG/Questionnaire/Hub organizer

Welcome,
    this is a questionnaire to evaluate the activities of hub organizers during EURODIG. It should be applied together and after the regular remote participant questionnaire.
* Did you have any experience organizing remote participation events before EURODIG? What, and when?
* Now I will ask you some questions about each year of the EURODIG in which you organized a hub [for YEAR in HUB_ORGANIZER_YEARS]:
** Was your occupation related or central to your involvement in organizing the hub for EURODIG?
** Was the hub representing or tied to an institution? Which one?
** What were your motivations for organizing a remote hub that year? Did they change from previous times?
** What steps were taken to stimulate the participation of regional stakeholders in the remote hub?
** How was the response to that?
** What steps were taken to stimulate the participation of the general population in the remote hub?
** What steps were taken to connect the hub to other remote hubs?
** How was the response to that?
** What steps were taken to promote interaction between participants of the hub before, during and after the EuroDIG?
** How was the response to that?
** What steps were taken to promote the participation of international stakeholders in the hub?
** How was the response to that?
# E-participation in the EuroDIG/Questionnaire/Remote participant

Welcome,
    this is a questionnaire to evaluate the remote participation activities during EURODIG.
* What is your name?
* How old are you?
* What is your education?
* What is your nationality?
* What is your current occupation?
* Have you participated in Internet Governance meetings other than the EURODIG? In what years? Was it remote participation?
* Now I will ask you some questions about each year of the EURODIG [for YEAR in 2008, 2009, 2010]:
** Tell me what was your involvement in EURODIG [YEAR]?
*** remote participant (where?)
*** remote hub organizer (where?)
*** present in the event
*** did not take part
** Was your occupation related or central to your participation in EURODIG?
** Were you representing or tied to an institution? Which one?
** What were your motivations for participating that year? Did they change from previous times?
** [if remote] In that year, from what country did you participate remotely?
** Regarding that country, can you tell which stakeholders (corporations, both for-profit and not; universities; government agencies; social movements; etc.) do you consider most important to Internet Governance issues there?
** Can you tell whether those stakeholders were represented in the remote hub? Which ones?
** Can you tell whether those stakeholders were present in the EuroDIG's main location? Which ones?
** What about international stakeholders, were they represented in the hub? Which ones?
** Which regional stakeholders had strong ties to international ones? Could you describe those connections?
** Was the hub in contact with other hubs directly? How so?
** How many people do you remember being present at the hub?
** Regarding the EuroDIG's sessions you attended through the remote hub, did you find that:
*** you could participate, on the same level as an in place participant
*** you could participate, but your voice was not as effective
*** you were able to get information, but not actually participate in discussions
*** you felt you could not grasp what was going on, let alone participate
** Being present at the EuroDIG also lets one take part in informal conversations with international peers. Did you feel there was anything like that in the remote hub experience? Do you feel that improving that would be beneficial to the hubs? Why?
** Did you find it difficult to attend all the sessions you were interested in? Why?
** What would you say are the main goals of remote hubs?
** Is improving the level of participation in sessions through remote hubs necessary for them to fulfill their goal?
** Would you agree that, ideally, participation through remote hubs should be as effective as in person? Or do you consider remote hubs just a secondary instrument to the main event? Can the EuroDIG be made sufficiently participative and inclusive without effective hubs? Why?
# EBP/Cooperative/Index 2
## Index by culture

This index is to find plants used by a particular culture.

### A

* Abenaki
* Algonquian peoples
* American pioneers
* Anishinabe

### C

* Celts
* Cherokee
* Cheyenne
* Chippewa: see Anishinabe
* Cree

### D

* Dakota

### F

* Fox: see Meskwaki

### H

* Ho-Chunk

### I

* Innu
* Iroquois

### M

* Maliseet
* Meskwaki
* Mi'kmaq

### O

* Ojibwa: see Anishinabe

### P

* Pawnee
* Penobscot
* Ponca
* Potawatomi

### T

* Tlingit

### W

* Winnebago: see Ho-Chunk
# EBP/Cooperative/Agastache foeniculum
## Agastache foeniculum

* Common names: Hyssop, Giant hyssop, Blue giant hyssop, Anise hyssop, Lavender hyssop,
* Names used by indigenous peoples: weza`wûnûckwûk` (Anishinabe)
* Wikipedia: Agastache
* Wikispecies: Agastache foeniculum

### Medicinal uses
#### Leaves

* For burns: Used by the Anishinabe in a poultice for burns (stalk also sometimes used for this).
* For colds: Used by the Cheyenne people in an infusion for colds.
* For coughs and associated chest pain: Used by the Cheyenne people in an infusion for coughs. Also used when the patient is coughing up blood.
* To reduce fever (febrifuge): Used by the Cheyenne people to reduce fevers (dried herb rubbed on the body of the patient).
* To induce sweating (diaphoretic): Used by the Cheyenne people in a steam bath to cause sweating.
* For heart problems: Used by the Cheyenne in an infusion to strengthen a weak heart or to correct problems caused by a "dispirited" heart.

#### Roots

* For colds: Used by the Anishinabe people in an infusion for colds.

### Spiritual uses
#### Leaves

* In medicine bundles: Often used by the Cree people in medicine bundles.

#### Whole plant

* As a protective charm: Often used by the Anishinabe people as a protective charm.

### Food uses
#### Leaves

* As beverage: Brewed for tea by multiple indigenous North American cultures. (Cheyenne, Pawnee, Cree, Dakota, Omaha, Ponca, Ho-Chunk)
* As sweetener: Used as a sweetener in foods by multiple indigenous North American cultures. (Cheyenne, Pawnee, Cree, Dakota, Omaha, Ponca, Ho-Chunk)

### Chemical actions and constituents

* List of chemical constituents: from Dr. Duke's Phytochemical and Ethnobotanical Databases
* List of chemical actions: from Dr. Duke's Phytochemical and Ethnobotanical Databases
# EBP/Cooperative/Allium stellatum
## Allium stellatum

* Common names: Wild onion, Autumn onion, Prairie onion, Glade onion,
* Names used by indigenous peoples: mashkode-zhi, agaagawanzh, agaagawanzhiig, bagwaji-zhi (Anishinabe)
* Wikipedia: Allium
* Wikispecies: Allium stellatum

### Medicinal uses
#### Root/bulb

* For the treatment of colds: A syrup or decoction, usually sweetened, was used by the Anishinabe to treat the common cold, especially in children.

### Food uses
#### Root/bulb

* Edible: The entire plant is edible raw, boiled, etc. and has been used as a food source by many different peoples.

### Other
#### Whole plant

* As toy: The entire plant was used as a toy by Anishinabe children.
# EBP/Cooperative/Eryngium yuccifolium
## Eryngium yuccifolium

* Common names: Rattlesnake Master, button snakeroot, water-eryngo
* Names used by indigenous peoples: kisgu'paskwapi (Meskwaki)
* Wikipedia: Eryngium yuccifolium
* Wikispecies: Eryngium yuccifolium
# EBP/Cooperative/Index 1/Medicinal 1
## Index by traditional medicinal use, A-M
### Abortifacent (to induce abortion)

* Asarum canadense

### Adjuvant (to strengthen other herbs)

* Asarum canadense

### Antiemetic (to calm vomiting)

* Asarum canadense

### Appetite, to improve

* Asarum canadense

### Asthma

* Asarum canadense

### Boils

* Sorbus americana
* Asarum canadense

### Broken bones

* Asarum canadense

### Bruises

* Asarum canadense

### Burns

* Agastache foeniculum

### Colds

* Agastache foeniculum
* Allium stellatum
* Asarum canadense

### Contusions (scrapes)

* Asarum canadense

### Convulsions

* Asarum canadense

### Coughs

* Agastache foeniculum
* Asarum canadense

### Cramps, stomach

* Asarum canadense

### Depression

* Sorbus americana

### Diaphoretic (to induce sweating)

* Agastache foeniculum
* Asarum canadense

### Diarrhea

* Asarum canadense

### Digestive aid

* Asarum canadense
* Sorbus americana

### Earache

* Asarum canadense

### Emetic (to induce vomiting)

* Sorbus americana
* Asarum canadense

### Eye problems, general

* Asarum canadense

### Febrifuge (to reduce fever)

* Agastache foeniculum
* Asarum canadense

### Gonorrhea

* Sorbus americana

### Headache

* Asarum canadense

### Heart problems

* Agastache foeniculum
* Asarum canadense

### Inflammation

* Asarum canadense

### Lung problems

* Asarum canadense

### Malaria

* Sorbus americana

### Measles

* Asarum canadense

### Menstruation, scant/painful

* Asarum canadense
# EBP/Cooperative/Index 2/Algonquian peoples
## Plants used by the Algonquian peoples
### A

* Asarum canadense

### S

* Sorbus americana
# EBP/Cooperative/Index 1
## Index by traditional use

This is one of the indexes of the cooperative ethnobotany project. Due to the large size of this page, we've had to split the medicinal uses alphabetically by use. Under construction. Please see this page for a brief tutorial on how to post new information about a plant.
* Medicinal, A through M
* Medicinal N through Z

### Spiritual
#### Bad dreams, to prevent

* Asarum canadense

#### Ghost contamination

* Asarum canadense

#### Medicine bundles

* Agastache foeniculum

#### Protective charms

* Agastache foeniculum

#### Purification

* Asarum canadense

#### Witchcraft (prevention and protection)

* Asarum canadense

### Food
#### Alcohol

* Sorbus americana

#### Appetizer

* Asarum canadense

#### Food poisoning, prevention

* Asarum canadense

#### Flour

* Sorbus americana

#### Fruits and vegetables

* Allium stellatum
* Sorbus americana

#### Seasoning, general

* Asarum canadense

#### Seasoning, to make palatable

* Asarum canadense

#### Sweetener

* Agastache foeniculum

#### Tea

* Agastache foeniculum

### Veterinary

* Asarum canadense

### Other
#### Bait/to attract fish

* Asarum canadense

#### Perfume

* Asarum canadense

#### Toys

* Allium stellatum

#### Wood/Construction material

* Sorbus americana Canoes, snowshoes, lacrosse sticks
# EBP/Cooperative/Index 1/Medicinal 2
## Index by traditional medicinal use, N-Z
### Panacea

* Asarum canadense

### Tonic

* Asarum canadense
* Sorbus americana

### Pleurisy

* Sorbus americana

### Scarlet fever

* Asarum canadense

### Sedative

* Asarum canadense

### Sores

* Asarum canadense

### Sore throat

* Asarum canadense

### Stimulant

* Asarum canadense

### Swollen breasts

* Asarum canadense

### Tuberculosis

* Asarum canadense

### Typhoid

* Asarum canadense

### Urinary problems

* Asarum canadense

### Worms

* Asarum canadense

### Venereal disease

* Asarum canadense
# EBP/Cooperative/Index 2/Abenaki
## Plants used by the Abenaki
### A

* Asarum canadense
# Composition/Polynomial example/3/Exercise

Determine the compositions $\varphi \circ \psi$ and $\psi \circ \varphi$ for the mappings $\varphi ,\psi \colon \mathbb {R} \rightarrow \mathbb {R}$ given by
    $\varphi (x)=x^{3}+2x+1\,\,{\text{ and }}\,\,\psi (x)=x^{2}-5.$
# Composition/Staircase function followed by function/Staircase function/Exercise

Let
    $f\colon [a,b]\longrightarrow [c,d]$
be a staircase function and let
    $g\colon [c,d]\longrightarrow \mathbb {R}$
be a function. Prove that the composite $g\circ f$ is also a staircase function.
# Composition/Double names/Permutation of names/Exercise

Let $M$ be the set of all female compound first names (names of the form $A-B$, where $A,B$ are simple first names and every combination is allowed). We consider the composition
    $M\times M\longrightarrow M$
which sends a pair of double first names $(A-B,C-D)$ to the double name $A-D$.
* What is the value of $({\text{Lea-Marie}},{\text{Klara-Sophie}})$ under this composition?
* Is this composition commutative?
* Is this composition associative?
* Does this composition have a neutral element?
* Is this composition surjective?
* Is this composition injective?
# Composition/Continuous function followed by staircase function/No staircase function/Exercise

Give an example of a continuous function
    $f\colon [a,b]\longrightarrow [c,d]$
and a staircase function
    $g\colon [c,d]\longrightarrow \mathbb {R}$
such that the composite $g\circ f$ is not a staircase function.
# Compound Propositions and Useful Rules

Welcome! This is a lesson in the Introductory Discrete Mathematics for Computer Science course here at Wikiversity.
Previous lesson: Biconditional Operator

## Compound Propositions

* A compound proposition is a proposition that involves the assembly of multiple statements. This concept was also discussed a bit in the previous lesson.

## Writing Truth Tables For Compound Propositions

To write the truth table for a compound proposition, it's best to calculate the statement's truth value after each individual operator. For example, in the statement $p\vee \neg q\to q$, it's best to solve for $\neg q$, then for $p\vee \neg q$, and finally for the statement as a whole:
| p | q | $\neg q$ | $p\vee \neg q$ | $p\vee \neg q\to q$ |
| T | T | F | T | T |
| T | F | T | T | F |
| F | T | F | F | T |
| F | F | T | T | F |

## Showing Logical Equivalence

Logical equivalence means that the truth tables for two statements are the same. This was also discussed a bit in the previous lesson. In order to prove logical equivalence, simply draw the truth tables for all the statements in question and show that they are the same.
For example, you can show that $\neg p\vee q$ is logically equivalent to $p\to q$.
| p | q | $\neg p$ | $\neg p\vee q$ | $p\to q$ |
| 1 | 1 | 0 | 1 | 1 |
| 1 | 0 | 0 | 0 | 0 |
| 0 | 1 | 0 | 1 | 1 |
| 0 | 0 | 1 | 1 | 1 |

## The Contrapositive, Inverse and Converse

The contrapositive of conditional statement $p\to q$ is $\neg q\to \neg p$. A conditional is logically equivalent to its contrapositive. In other words, if q did not occur, then we can assume p also did not occur.
The inverse is $\neg p\to \neg q$.
The converse is $q\to p$.
The converse and inverse are logically equivalent. They are one another's contrapositives...

## Tautology

A tautology is a statement that is always true. Another wording is that a tautology is a statement that is logically equivalent to the constant truth.
$p\to q\leftrightarrow \neg q\to \neg p$ is an example of a tautology.

## Congratulations

Congratulations! You have finished the first lesson of the course.
Review this lesson
Return to main page
# Composite numbers and Lhermite
## φ for composite numbers

$\forall n\in \mathbb {N^{*}}$
    $1-\left[{\frac {\left[{\frac {\left(n-1\right)!+1}{n}}\right]}{\frac {\left(n-1\right)!+1}{n}}}\right]=1\Longleftrightarrow n\in \mathbb {X}$
$1-\left[{\frac {\left[{\frac {\left(n-1\right)!+1}{n}}\right]}{\frac {\left(n-1\right)!+1}{n}}}\right]=0\Longleftrightarrow n\notin \mathbb {X}$
$\varphi \left(n\right)=1-\left[{\frac {\left[{\frac {\left(n-1\right)!+1}{n}}\right]}{\frac {\left(n-1\right)!+1}{n}}}\right]$
$\varphi \left(n\right)={\left(\left[{\frac {\left[{\frac {\left(n!\right)^{2}}{n^{3}}}\right]}{\frac {\left(n!\right)^{2}}{n^{3}}}}\right]-\left[{\frac {1}{n}}\right]\right)}$

## Expresion of (X$_n$) according to Lhermite's model

$\mathbb {X} _{n}=\sum _{i=1}^{4m}{\left(\left[{\frac {1+\sum _{m=1}^{i}{\varphi \left(m\right)}}{n+1}}\right]\times \left[{\frac {n+1}{1+\sum _{m=1}^{i}{\varphi \left(m\right)}}}\right]\times i\times \varphi \left(i\right)\right)}$
$\mathbb {X} _{n}=\sum _{i=1}^{2m+2}{\left(\left[{\frac {1+\sum _{m=1}^{i}{\varphi \left(m\right)}}{n+1}}\right]\times \left[{\frac {n+1}{1+\sum _{m=1}^{i}{\varphi \left(m\right)}}}\right]\times i\times \varphi \left(i\right)\right)}$
# Engineering Projects/Power supply/Tutorial
## Tutorial on how to know is the power supply is working

    1. Get the power cord power cord
    2. Connect the power cord to the power supply connecting the power cord to the power supply
    3. Get the multimeter get the multimeter
    4. Turn the multimeter on to 20 turning the multimeter to 20
# Engineering Projects/Power projects/Howard Community College/Spring2012/p3550K
## Electronic Sections Expected
### Problem Statement

The main purpose is to make LAB power supplies like other power supply projects.
The specific goals of this project are:
       1. Figuring out how this power supply works
       2. Converting its outputs in order to become usable in LAB as a power supply

### Team Members

    Keyvan

### Summary

Tried to add binding posts to a variety of power supplies, but none worked as well as the PC power supply.

### Poster

Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

### Story

Checked power supply of old HP plotter, power supply of laser printer, and some other random power supplies. Could not take them apart and get them to work ... when disconnecting them from the original equipment something was lost that disables them. I tried putting loads on the what appeared to be the output power lines, but they still did not work. They are all switching power supplies which are delicate. Some were in the rain outside for a while.

### Decision List

The only decision made was to give up on everything but pc power supplies.

### Material List

Need the following tools:
    wire stripper
    multimeter
    soldering iron and solder
    drill gun
For each power supply need:
    5 binding posts
    1 power cord
    10 ohm power resistor
    LED
    360 ohm resistor to protect LED
    quarter roll of electricians tape
    switch

### Time

7 hours

### Tutorials

Tutorials were created in previous projects, none new here.

### Next Steps

There are about thirty pc power supplies that can be converted in the Lab as of 5/10/12. The next step is to create an assembly line with the following stations:
1. Test ... see if fan spins, if it spins it will work. If fan does not spin, strip green, red and two black wires. Hook green to black, then test voltage between red and the other black. If there is 5 volts, it will work.
2. Drill holes
3. Cut and strip off all the wires, leave room to twist them all together and then stuff the wires back into the power supply and put the lids on.
4. Solder the same colored wires together.
5. Insert binding posts and solder wire to binding posts. Solder one wire of each color to a binding post.
6. Put switch in the green wire, put led and 360 ohm in series between the gray and an unused black wire.
7. Hook power resistor up to discharge the capacitors.
May want to rotate the drilling the holes. This can get tiring. Need to invest in some sharp bits and using drilling oil with the drill press.
# Engineering Projects/Power projects
## Idea

Power Projects involve supplying power to a variety of projects. Old PC power supplies can be used. Disposible batteries need to be reordered, old, used and new need to be kept seperated. Rechargeable batteries of all types are getting more and more complicated. LiPo batteries come in all sorts of shapes, sizes and require chargers hooked to PC's through USB cables to be maintained properly. AC power is dangerous and needs to be delivered through a series of circuit breakes, switches and lights before being exposed to those using it. Setting up this power management system in support of other projects is very important. Here is an example of another power project
Video of Joule Thief ... keep old batteries working.

## SubSystems

    Disposable Batteries
    Rechargeable Batteries
    Variable Power Supplies
    Power Supplies built from PC's
    AC circuit breaker, switch saftey system
    Smart Grid demonstrations
    [[wikipedia:Home_automationd|Home Automation] BSR, X10 systems

## Tutorials

AC Saftey

## College/Universities

Howard Community College