OpenLLM-France/wikimedia huggingface dataset:
# Linux Administration/Devices and Filesystems/Mounting

This lesson covers mounting.

## Objectives and Skills

Objectives and skills for the mounting portion of Linux+ certification include:
* Control mounting and unmounting of file systems
** Manually mount and unmount file systems
** Configure file system mounting on bootup
** Configure user mountable removeable file systems
** The following is a partial list of the used files, terms and utilities:
*** /etc/fstab
*** /media
*** mount
*** umount

## Readings

* Wikipedia: mount (Unix)

## Activities

* Complete the tutorial IBM: Learn Linux, 101: Control mounting and unmounting of filesystems
# Linux Administration/Devices and Filesystems/LVM/lvdisplay

lvdisplay allows to Display information about a logical volume (LV) and it is part of Linux LVM implementation.
# lvdisplay With no arguments will display all your LVs.
    Allocation inherit applies the VG policy to an LV. See vgdisplay.

## Activities

* Use lvdisplay to review your LV configurations
* Change Allocation policy: lvchange --alloc inherit YOUR_LV_NAME. Options: contiguous|cling|cling_by_tags|normal|anywhere|inherit
# Linux Administration/Devices and Filesystems/LVM/pvcreate

pvcreate initialize a disk for use by LVM. Also partition, meta device, or loopback file are supported.
pvcreate

## Activities

* Initialize a new disk to be used by Linux LVM with pvcreate command.
# Linux Administration/Devices and Filesystems/LVM/vgcreate

vgcreate creates a VG to be used in Linux LVM.

## Examples

* vgcreate VolGroup00 /dev/hdb167 (Select PV (/dev/hdb167) from pvs command)
# Linux Administration/Devices and Filesystems/Links

This lesson covers links.

## Objectives and Skills

Objectives and skills for the links portion of Linux+ certification include:
* Create and change hard and symbolic links
** Create links
** Identify hard and/or soft links
** Copying versus linking files
** Use links to support system administration tasks
** The following is a partial list of the used files, terms and utilities:
*** ln
*** ls

## Readings

* Wikipedia: Hard link
* Wikipedia: Symbolic link

## Activities

* Complete the tutorial IBM: Learn Linux, 101: Create and change hard and symbolic links
# Linux Administration/Devices and Filesystems/LVM/lvcreate

lvcreate commands creates a logical volume (LV)
Examples:
    --size or -L
    lvcreate -l 100%FREE -n my_new_logical_volume_name my_vol_group_name

## Activities

* Create a new LV with lvcreate
* Create a new stripped LV for performance:
       lvcreate --size 50G -i 2 -I 64 -n new_stripped_lv_for_performance my_vg0
          --type striped is not optional as -i option is used)
          -i 2. Number of stripes.
* Understand differences between LV types: --type linear|striped|snapshot|mirror|raid|thin|cache|thin-pool|cache-pool
* Create a snapshot with:lvcreate --snapshot (See also qemu-img create for qcow2 snapshots)
# Linux Administration/Devices and Filesystems/LVM/pvdisplay

pvdisplay - Display physical volume(s) (PVs) and its attributes.
# Evidence-based assessment/Templates and Instructions

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
This is a page to organize all of the templates for evidence based assessment.

## Subpages

Special:Prefixindex/Evidence-based assessment/Templates and Instructions/
# Evidence-based assessment/Suggested References/Child Treatment References

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~

## Child and Adolescent Treatment

* Mash, E. J., & Barkley, R. A. (Eds.). (2006). Treatment of Childhood Disorders (3rd ed.). New York, NY: Guilford Press.
* Azar, S. T., Wolfe, D. A. (2006). Child Physical Abuse and Neglect. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 595-646). New York, NY: Guilford Press.
* Chorpita, B. F., Southam-Gerow, M. A. (2006). Fears and Anxieties. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 271-335). New York, NY: Guilford Press.
* Handen, B. L., Gilchrist, C. A. (2006). Mental Retardation. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 411-454). New York, NY: Guilford Press.
* Lyon, G. R., Fletcher, J. M., Fuchs, L. S., Chhabra, V. (2006). Learning Disabilities. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 512-594). New York, NY: Guilford Press.
* MacPherson, L., Frissel, K., Brown, S. A., Myers, M. G. (2006). Adolescents Substance Abuse Problems. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 731-777). New York, NY: Guilford Press.
* McMahon, R. J., Wells, K. C., Kotler, J. S. (2006). Conduct Problems. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 137-270). New York, NY: Guilford Press.
* Newsom, C., Hovanitz, C. A. (2006). Autism Spectrum Disorders. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 455-511). New York, NY: Guilford Press.
* Smith, B. H., Barkley, R. A., Shapiro, C. J. (2006). Attention-Deficit/Hyperactivity Disorder. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 65-136). New York, NY: Guilford Press.
* Stark, K. D., Sander, J., Hauser, M., Simpson, J., Schoebelen, S., Glenn, R., Molnar, J. (2006). Depressive Disorders during Childhood and Adolescence. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 336-410). New York, NY: Guilford Press.
* Terre, L., Carlos Poston II, W. S., Foreyt, J. P. (2006). Eating Disorders. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 788-811). New York, NY: Guilford Press.
* Wolfe, V. V. (2006). Child Sexual Abuse. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (3rd ed., pp. 647-730). New York, NY: Guilford Press.
# Evidence-based assessment/Technical Manuals
## Introduction to Technical Manuals on the Evidence-Based Assessment Wikiversity

Technical manuals are documents that go into more detail about the development, scoring and use, and research connected to a measure or method. This page is the start of a new section that anthologizes a set of these on Wikiversity.
It is currently a stub, but with a lot of material on the "Discuss" page in lieu of a Sandbox so that it is discoverable and lets others find and contribute to it rapidly.
# Evidence-based assessment/Templates and Instructions/Librarian and Club Start-Up Email

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
I am a professor of Psychology and Neuroscience, and I have been editing Wikipedia for a couple years, trying to teach with it in various configurations. I also have gotten a series of small grants from several different professional societies, and things evolved from classroom exercises and one-off edit-a-thons to a series of regular meetings focused on particular pages or projects, and then creation of a student club.
One of our current grants included outreach to other universities as one of the goals. We have done long distance video editing sessions with Appalachian State, U of Miami, and Yeshiva University; we would like to try doing events where we physically visit other universities.
Thus, the “ask” would be for NCSU to provide space for an event, either in the library or a room in psychology, large enough for a couple dozen people (none of our events has had more than 30 physically attending yet). We would provide food, an introduction and overview, and experienced editors to facilitate.
The goal would be to provide exposure, and to explore interest in continuing to work together. We have resources to support either a local group of editors (i.e., we could pay for pizza for a series of meetings to move a project along), help start a sister chapter of the club, or attach students or local contact experts to other existing teams.
If we get together once, do a show & tell, and eat some pizza together, we will have achieved the deliverable for the grant, and we will also have done our part to balance out any competitiveness about basketball for the semester. 
My personal cell phone is 216-410-7975. I am happy to talk more, and enthusiastic about the opportunity to meet and have some fun together while doing some good. I was over on NCSU campus for the first time last August, doing a Data Matters seminar with Odum/NCSU, and I was impressed with the people and the facilities and eager to build on that.
Looking forward to next steps,
Eric Youngstrom, PhD
# Evidence-based assessment/Teaching

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~

# Teaching

This page is currently not linked to the EBA home page. We are using it to link teaching resources (things that would be for the instructor's eyes, not the students'). Note that it is not password protected, so it is not secure; it just is not linked.
# Evidence-based assessment/Templates and Instructions/Email to Researcher To Wikify Instrument

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
(Make sure to CC Mian-Li Ong and Eric Youngstrom!)
Dear ___(name of researcher)___,
Hello. My name is _____________. I am a __________ at the University of North Carolina at Chapel Hill and a member of Helping Give Away Psychological Science (HGAPS), a club advised by Dr. Eric Youngstrom and Mian-Li Ong. The goal of HGAPS is to improve the information about psychology on Wikipedia and in the community. Our aim is to improve this information so that it is at the level of the best college textbook on the topic and thus help clinicians, clients, and educators find high quality resources quickly. Wikipedia is the 5th most visited site on the internet and the first website many people go for quick information; thus, it is imperative that we keep it updated with the best psychological information out there.
Many of our projects focus on Evidence-Based Assessment. Part of this involves creating ______ (area) pages that provide a concise overview of the symptoms, diagnostic tools, and treatments for disorders. As part of the portfolio, we are finding links to disorder-specific assessments, and linking their websites or PDFs to the page, making them easier for clinicians to access when researching a disorder. For our page on ____ (disorder/instrument), we have found several assessments under your copyright. We would like to ask for permission regarding these assessments. Given your expertise in the field, we would like to ask if it would be alright with you if we linked these assessments to the pages, making them accessible to those who come view the page. Please let us know if you have any questions.
Here are the names of the instruments, along with the PDFs:
Sincerely,
[full names of group members]
Helping Give Away Psychological Science Club, UNC-Chapel Hill Chapter
# Literature/1946/Neurath

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
# Literature/1947

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Carnap, Rudolf (1947). Meaning and Necessity: A Study in Semantics and Modal Logic. University of Chicago Press. $^{[^]}$
* Northrop, F. S. C. (1947). The Logic of the Sciences and the Humanities. New York: Meridian Books. $^{[^]}$
* Literature/1947/Reichenbach $^{[^]}$
# Literature/1947/Carnap

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
[[Category:Authors {{{2}}}|Carnap]]

## Features

* Extensional vs. intensional meaning
** Northrop, F. S. C. (1947). The Logic of the Sciences and the Humanities. New York: Meridian Books. $^{[^]}$
** Hayakawa, S. I. (1949). Language in Thought and Action. Harcourt, Brace & Company, 1949. $^{[^]}$
# Literature/1947/Northrop

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
[[Category:Authors {{{2}}}|Northrop]]

## Contents

* The Initiation of Inquiry
* The Analysis of the Problem
* The Natural History Stage of Inquiry
* The Stage of Deductively Formulated Theory
* The Possible Concepts by Intuition and Concepts by Postulation as a Basic Terminology for Comparative Philosophy
* The Two Kinds of Deductively Formulated Theory
* Epistemic Correlations and Operational Definitions
* The Method and Theories of Physical Science in Their Bearing on Biological Organization
* The Functions and Future of Poetry
* Body and Mind
* The Concept of Probability in Quantum Mechanics
* Causality in Field Physics in Its Bearing upon Biological Causation
* The Method and Limited Predictive Power of Classical Economic Science
* Generalizations in Social Science
* Pareto's General Sociology
* The Ideological Problems of Social Science
* The Criterion of the Good State
* Philosophical Method and World Peace
* Toward a Bill of Rights for the United Nations
* Educational Method for World Understanding
* The Scientific Method for Determining the Normative Social Theory of Ends of Human Action
* The Physical Sciences, Philosophy and Human Values
* The Methods and Grounds of Religious Knowledge
* Logic and Civilization.

## Main features
### Concepts by intuition and by postulation

   A concept by intuition is one which denotes, and the complete meaning of which is given by, something which is immediately apprehended. Northrop gives blue in "the sense of the sensed color" as an example of a concept by intuition. [...]
   The other kind is concepts by postulation. A concept by postulation is one the meaning of which in whole or in part is designated by the postulates of the deductive theory in which it occurs. Blue in the sense of the frequency or wavelength in electromagnetic theory is a concept by postulation.
   — From w: F. S. C. Northrop

### Comparison

* Extensional and intensional meaning (1947/Carnap)
* Extensional and Intensional Meaning (1949/Hayakawa, p. 58)

## Reprints

Reprinted by Ox Bow Press, in 1979, together with:
* Science and First Principles, New York: The Macmillan Company, 1931.
* The Meeting of East and West: An Inquiry Concerning World Understanding. New York: The Macmillan Company, 1946.

## Reviews

* JSTOR, 1948
* APA abstract, 2010
* Christopher Chantrill, 2005
# Literature/1948

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1948/Shannon $^{[^]}$
* Skinner, B. F. (1948). Walden Two. Macmillan Co., 1948. $^{[^]}$
* Literature/1948/Tolman $^{[^]}$
* Wiener, Norbert (1948). Cybernetics: or Control and Communication in the Animal and the Machine. 2nd ed., The MIT Press, 1965. $^{[^]}$
# Literature/1945/Orwell

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Excerpts

* Why then do we continue in this miserable condition? Because nearly the whole of the produce of our labour is stolen from us by human beings.

### More...

    q: Animal Farm

## Wikimedia
### q: Animal Farm

* They run the farm themselves, only to have it degenerate into a brutal tyranny of its own.

### w: Animal Farm

* The novel addresses not only the corruption of the revolution by its leaders but also how wickedness, indifference, ignorance, greed and myopia destroy any possibility of a Utopia. While this novel portrays corrupt leadership as the flaw in revolution (and not the act of revolution itself), it also shows how potential ignorance and indifference to problems within a revolution could allow horrors to happen if a smooth transition to a people's government is not achieved.

### w: George Orwell

| w: Stalinism w: Nineteen Eighty-Four | w: Dystopia w: Utopia |

## Chronology

* Literature/1963/Gabor $^{[^]}$
* Orwell, George (1949). Nineteen Eighty-Four. London: Secker and Warburg, 1949. $^{[^]}$
* Skinner, B. F. (1948). Walden Two. Macmillan Co., 1948. $^{[^]}$
* Orwell, George (1946). "Politics and the English Language." Horizon, vol. 13, no. 76 (April), 252-265. $^{[^]}$
* Orwell, George (1945). Animal Farm: A Fairy Story. London: Secker and Warburg, 1945. $^{[^]}$
* Huxley, Aldous (1940). Words and Their Meanings. The Ward Ritchie Press, 1940. $^{[^]}$
* Wells, H. G. (1938). World Brain. Garden City, NY: Doubleday, Doran & Co. $^{[^]}$
* Wells, H. G. (1933). The Shape of Things to Come. Hutchinson. $^{[^]}$
* Huxley, Aldous (1932). Brave New World. Harper Perennial, 1932. $^{[^]}$
* Wells, H. G. (1928). The Open Conspiracy: Blue Prints For A World Revolution. Doubleday, Doran. $^{[^]}$
* Wells, H. G. (1923). Men Like Gods. Cassell and Co., Ltd. $^{[^]}$
* Wells, H. G. (1914). The World Set Free. Macmillan & Co. $^{[^]}$
* Wells, H. G. (1905). A Modern Utopia. New York, NY: Penguin Group, 2005. $^{[^]}$
# Literature/1946

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Frankl, Viktor (1946). Man's Search for Meaning. Beacon Press, 1959. $^{[^]}$
* Literature/1946/Onwell $^{[^]}$
# Literature/1946/Frankl

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Excerpts

* According to logotherapy, the striving to find a meaning in one's life is the primary motivational force in man. That is why I speak of a will to meaning in contrast to the "pleasure principle" (or, as we could also term it, the will to pleasure) on which Freudian psychoanalysis is centered, as well as in contrast to the will to power stressed by Adlerian psychology.
* For the first time in my life I was able to understand the meaning of the words, "The angels are lost in perpetual contemplation of an infinite glory."

## Wikimedia
### w: Man's Search for Meaning

* The following list of tenets represents basic principles of logotherapy:
** Life has meaning under all circumstances, even the most miserable ones.
** Our main motivation for living is our will to find meaning in life.
** We have freedom to find meaning in what we do, and what we experience, or at least in the stand we take when faced with a situation of unchangeable suffering.
* We can find meaning in life in three different ways:
** by creating a work or doing a deed;
** by experiencing something or encountering someone;
** by the attitude we take toward unavoidable suffering.
* Frankl's meaning in life is to help others find theirs.
| q: Man's Search for Meaning w: Meaning (existential) w: Meaning of life w: Existentialism w: Logotherapy | w: Psychoanalysis w: Pleasure principle (psychology) w: Individual psychology w: Will to power w: Statue of Responsibility |
# Indigenous Australian psychology

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Indigenous Australian psychology is a small, but actively growing field. It seeks to readdress issues for Indigenous Australian peoples arising from colonisation and to explore and understand the knowledges of Indigenous people.

## Stolen Generation

Between 1910 and 1970, approximately 100,000 Australian Aboriginal children were forcibly removed from their families and communities (between one in three and one in ten children were removed). Read these accounts of personal stolen generation experiences:
* John
* Millicent
# Indicator sequence/Prime numbers/Exercise

Let the sequence ${\left(x_{n}\right)}_{n\in \mathbb {N} }$ be given by
    $x_{n}={\begin{cases}1,\,{\text{ falls }}n{\text{ is a prime number }}\,,\\0\,{\text{ else}}\,.\end{cases}}\,$
* Determine $x_{117}$ and $x_{127}$.
* Does this sequence converge in $\mathbb {Q}$?
# Indigenous Australian ways of learning

This resource is about Indigenous Australian ways of knowing, being, and doing as applied to education and learning.

## Ways of learning

These eight ways of learning are based on "Yarning up Aboriginal pedagogies: A dialogue about eight Aboriginal ways of learning" (Yungaporta & Kirby, 2011).
This model is being used within education in Australia to help guide and inform endeavours to "indigenise the curriculum".

### Tell a story

Story sharing. Approaching learning through narrative. We connect through the stories we share. Personal narratives (stories) are central.

### Make a plan

Learning maps. Explicitly mapping/visualising processes. We picture our pathways of knowledge. Images or visuals are used to map out processes for learners to follow.

### Think and do

Non-verbal. Applying intra-personal and kinaesthetic skills to thinking and learning. We see, think, act, make and share without words. Kinaesthetic, hands-on, non-verbal learning is characteristic.

### Draw it

Symbols and images. Using images and metaphors to understand concepts and content. We keep and share knowledge with art and objects. Symbol, image and metaphor are central to pedagogy.

### Take it outside

Land links. Place-based learning, linking content to local land and place. We work with lessons from land and nature. Ecological and place-based, drawn from the living landscape within a framework of profound ancestral and personal relationships with place.

### Try a new way

Non-linear. Producing innovations and understanding by thinking laterally or combining systems. We put different ideas together and create new knowledge. Non-linear ways of learning are complementary, not oppositional.

### Watch first, then do

Deconstruct/reconstruct. Modelling and scaffolding, working from wholes to parts. We work from wholes to parts, watching and then doing. Begin with the whole structure, rather than a series of sequenced steps. Holistic, global, scaffolded and independent learning orientations of students.

### Share it with others

Community links. Centring local viewpoints, applying learning for community benefit. We bring new knowledge home to help our mob. Connections to real-life purposes, contexts, communities, and teams.
# Indigenous and Intercultural Health/Case Studies
### Case Studies

While these case study exercises are located within a particular discipline, they are multidisciplinary in nature and involve contexts that require active collaboration across different health and social care professions.
* Social Work
* Podiatry
* New case studies here
# Informal learning activities/EdcFrr/LCcc

[[w:{{{1}}}|{{{1}}}s]].
This sets up a Wikipedia link to "{{1}}", which is displayed in plural form (-s) for the link.  Note that this is to be used at the end of a sentence, and that a following space is generated.
# Informal learning activities/EdcFrr/LCdE

[[w:{{{1}}} {{{2}}}|{{{1}}}]]
This sets up a link to "{{1}} {{2}}" but only "{{1}}" is displayed for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LCcF

[[w:{{{1}}} {{{2}}}|{{{2}}}]],
This sets up a link to "{{1}} {{2}}" but only "{{2}}" is displayed for the link.  Note that a following space is generated.
# Informal learning activities/EdcFrr/LCcK

[[w:{{{1}}}|{{{1}}}]]
This simply sets up a Wikipedia link to "{{1}}", and displays {{{1}}} for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LCe0

[[{{{1}}}#{{{2}}}{{{4}}}|{{{3}}}{{{4}}}]]
This simply sets up a local link to "{{1}}#{{2}}{{4}}", and displays "{{3}}{{4}}" for the link.  Note that a following space is generated.
# Informal learning activities/EdcFrr/LCd1

[[{{{1}}}#{{{2}}}|{{{2}}}]]
This simply sets up a local link to "{{1}}#{{2}}", and displays "{{2}}" for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LCdF

[[w:{{{1}}} {{{2}}}|{{{2}}}]]
This sets up a link to "{{1}} {{2}}" but only "{{2}}" is displayed for the link.  Note that a following space is not generated.
# Informal learning activities/EdcFrr/LCe

[[w:{{{1}}}|{{{1}}}]],
This simply sets up a Wikipedia link to "{{1}}", which is displayed for the link.  Note that a following space is generated.