OpenLLM-France/wikimedia huggingface dataset:
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/19

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# Overview

This is the nineteenth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Appropriately maintain a certain level of transparency regarding administrative matters of project management with supervisor, unit convener, and other project members, to optimise work-life balance
* Consider various modes of communication with study participants and project members during training to improve inquiry-based learning

## General Tasks

The tasks satisfied at the time of completion for this entry include:
Part A
* Conducted first interview
* Transcribed audio recording
Part B
* Reviewed transcript
* Audio management

### Comments

In Part A, a chronological breakdown for the amount of time spent on each of the activities are as follows: conducted first interview [00:30]; manually transcribed audio recording and produced a working draft instead of using Otter due to inaccurate targeted descriptions [02:00].
In Part B, a chronological breakdown for the amount of time spent on each of the activities are as follows: reviewed transcript for grammatical misconstructions [00:30]; added tags to indicate speaker and cut audio into parts for ease of transcription review using FFmpeg [00:30].

### Insights

Be diligent in the initial stages of planning and executing tasks.

#### Training

In committing towards the future, articulate your words clearly and use digital technological tools to enhance assertiveness in oneself when developing self-confidence.

#### Industry

Technology provides intrinsic value for suggesting more developed and well-reasoned models in managing human-computer interaction based experiences.

# External links

Otter FFmpeg
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/13

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# Overview

This is the thirteenth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Consider various modes of communication with study participants and project members during training to improve inquiry-based learning

## General Tasks

The tasks satisfied at the time of completion for this entry include:
Part A
* Final revision of SMS messages for word limit and changes across time zones
Part B
* Added participant phone numbers (home and mobile) across four different phones to test individual features of phone and sound quality.
Part C
* MessageNet

### Comments

In Part A, a chronological breakdown for the amount of time spent on each of the activities are as follows: revised wording [00:30.00] and accounted for changes across time zones [00:30.00].
In Part B, a chronological breakdown for the amount of time spent on each of the activities are as follows: added numbers provided in participant data across four different phones [00:30.00 × 4] to test individual features (e.g., notes) and sound quality.
In Part C, a chronological breakdown for the amount of time spent on each of the activities are as follows: completed MessageNet activation for account over phone [00:30.00]; familiarised with MessageNet [00:30.00]; sent first batch of messages to most respondents [00:30.00].

### Insights

Test different applications and check their available features to prevent a breach of confidentiality or mistrust. Write different scripts and select different words based on the information that is available.

#### Training

Change is primarily a decision that is based on responsibility; we determine how it is we want to experience it.

#### Industry

When changes are implemented into practice, the trends of knowledge presented may immediately determine how likely it is that paradigms and shifts may occur across social interactions.

# External links

MessageNet
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/12

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# Overview

This is the twelfth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Consider various modes of communication with study participants and project members during training to improve inquiry-based learning
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
Part A
* Checked list of participant data
* Drafted first batch of SMS messages
Part B
* Revisions for first batch of SMS messages

### Comments

In Part A, a chronological breakdown for the amount of time spent on each of the activities are as follows: checked available list of participant data [00:30.00]; drafted first batch of SMS messages for MessageNet [00:30.00].
In Part B, a chronological breakdown for the amount of time spent on each of the activities are as follows: revised first batch of SMS messages for overall clarity [00:30.00]; conducted further revision considering choice of words [00:30.00], 160 character limit [00:30.00] and accounting for non-response [00:30.00].

### Insights

By checking all instances of the information provided, you reduce the likelihood of creating burden on others if they were to encounter similar experiences during the process.

#### Training

Personalising individual experiences may offer comfort or ease towards knowledge-seeking.

#### Industry

Innovating and revising procedures in human-computer interactions may change daily lived experiences.

# External links

MessageNet
# Infanticide

Infanticide is the practice of killing newborns.
Related resources:
* Should infanticide be legal?
* search for "Infanticide"
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/17

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# Overview

This is the seventeenth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
* Reviewed:
** Szabo et al. (2017)
** Bakker et al. (2013)
** Woods et al. (2013)
* Read and reviewed:
** Rimmer et al. (2012)
** Maertens and Ponjaert-Kristoffersen (2008)
* MessageNet

### Comments

For each of the points, a breakdown for the amount of time spent on the activities are as follows: reviewed Szabo et al. (2017) [00:20], Bakker et al. (2013) [00:20], Woods et al. (2013) [00:20]; read [00:30] and reviewed [00:30] Rimmer et al. (2012); read [00:30] and reviewed [00:30] Maertens and Ponjaert-Kristoffersen (2008); revised second batch of SMS responses for MessageNet [00:30].

### Insights

Check for reliability of selected pieces of information taken across previous readings before moving forward to pursue other related readings relevant to the topic. Consider applying these thoughts to understand how engagement is received by others.

#### Training

As there are many routes for which a decision can be made, deliberate not on an outcome but on what can be further explored and utilised.

#### Industry

You cannot simply improve only by sustaining knowledge; practise to achieve collective understanding.

# References

Maertens, K., & Ponjaert-Kristoffersen, I. (2008). The expectations and experiences of children attending burn camps: a qualitative study. Journal of Burn Care & Research, 29, 475–481. doi:10.1097/BCR.0b013e31817108b5
Rimmer, R. B., Pressman, M. S., Takach, O. P., Bay, R. C., Croteau, R., Hansen, L. D., ... & Caruso, D. M. (2012). Burn-injured adolescents report gaining multiple developmental benefits and improved life skills as a result of burn camp attendance. Journal of Burn Care & Research, 33, 552–560. doi:10.1097/BCR.0b013e318242ef11
Szabo, M. M., Ferris, K. A., Urso, L., Aballay, A. M., & Duncan, C. L. (2017). Social competence in pediatric burn survivors: A systematic review. Rehabilitation Psychology, 62, 69–80. doi:10.1037/rep0000116
Woods, K., Mayes, S., Bartley, E., Fedele, D., & Ryan, J. (2013). An evaluation of psychosocial outcomes for children and adolescents attending a summer camp for youth with chronic illness. Children's Health Care, 42, 85–98. doi:10.1080/02739615.2013.753822
# Helicopter/Howard Community College/Fall2012/p1-550-muc
### Problem Statement

Our goal of this project is to repair the feet on the existing quadcopters, and then learn to fly them.
To connect the usb to the quadcoter, and then update the software and begin modifying it. To set up a system to charge the batteries.
Our final goal is to create a presentation of the quadcopter to advertise for the Engineering Club

### Team Members

Tung Quentin Choudhary

### Summary

For this project, our team learned to fly the A.R Drone quadricopter, and we also repaired two of the three quadricopters which were broken prior to our project. We learned how to adjust the flight characteristics of the machines, and we started to brainstorm possible improvments that could be made to the drone. We attempted to attach a laser pointer to the front of the quadricopter to allow for easier use of the onboard video camera.

### Story

We started this project by learning how to fly the quadcopters. Quentin and Osman each took one of the quadcopters home and started learning how to fly them. We discovered on week two that we could adjust flight settings such as maximum altitude, turn speed and horizontal flight speed. We also performed maintenance on the quadcopters by repairing tears in the cover and ordering new replacements for the broken parts. Our replacements came in and we've begun the process of repairing the quadcopters. One of the three quadcopters has broken legs and requires a new body. Another one of the quadcopters has a loose motor, so we reattached the motor on that part. We also ordered new foam glue, as the glue we previously used wasn't very effective. Over the next weekend we are working on attaching a laser guide to the top of the quadcopter and testing the quadcopter on the inflatable obstacle course.

### Material List

Purchased Materials:
| Product Name | Quantity | Price |
| Parrot AR.Drone Motor | 1 | $49.99 |
| Tool Kit | 1 | $19.99 |
| Parrot Central Cross | 1 | $24.99 |
| Parrot Detection Cap | 1 | $39.99 |

### Software List

AR.FreeFlight Application for the iPhone and iTouch; this program is required for the AR.Drone

### Time

60 hours, 12 minutes

### Tutorials

Tutorial for connecting the AR.Drone to an iPhone or iTouch
Links for tutorials on repairing the AR.Drone
Here is a video explaining the basic techniques to fly the A.R. Drone.

### Next Steps

The next step with the quad copter is to update the software to the A.R. Drone 2.0 version. This newer version allows the quad copter to flip in midair. The main problem faced now is trying to fly the quad copter after the flight settings are adjusted. The user needs to find the optimum settings for each variable, and learn how they affect the flight of the quad copter. This allows for more advanced flying. The last task that was undertaken was attempting to attach a laser pointer to the quad copter. We did not have time to finish this project, butthe next team can try this. We did not have success using pink foam board, however,it is possible that balsa wood or some other light weight, sturdier material can be used.
# Helicopter/Howard Community College/Fall2012/p3-550-mww
### Problem Statement

To create a way to attach a Nerf gun to a quadcopter to allow firing. To repair the broken quadcopter To fly the quadcopters around the pylons in the galleria.

### Team Members

Walke Wilson Quentin

### Summary

For this project, our team learned how to fly the quadcopters, how t adjust the flight settings, and found the causes of several issues flying the quadcopters. We also developed ways of attaching a Nerf gun, attaching longer lasting batteries, and flying the quadcopter using a netbook laptop.

### Poster

When we started this project, we all took home a quadcopter. Anthony and Nancy learned how to fly them. We had to fix one of the quadcopter motors, so we took the replacement motor and fixed the quadcopter. We then bought new c-clips for the propellers on another quadcopter, as the originals had been lost. Our goal in the project was to mount a Nerf gun and shoot it from the quadcopter. We tested the quadcopters to see how much weight they would hold, and eventually created a mount and Nerf gun to attach to the quadcopter.We also tested the quadcopter to try and find the reason for a lose of control in flight. We discovered an issue with the ultrasound sensor, and also documented how to adjust each of the settings on the quadcopter. We also replaced the battery connectors on one of the quadcopters, so that we could attach a longer lasting battery allowing for prolonged fight time. Finally, we Downloaded an application to allow the quadcopter to fly from a laptop, and connected the quadcopter and started to fly using this application.

### Material List

    1. 3 A.R. Drone Quadcopters
    2. One Nerf Nite Finder
    3. C-clips
    4. Lipo battery
    5. Anderson power pole connectors

### Software List

A.R Drone FreeFrlight application from the app store. NavAndroid for Android 3.2 Android OS 3.2

### Time

68 hours.

### Tutorials

Here is a tutorial on adjusting the flight settings on your A.R. Drone Flight settings adjustments:
Here is a link to the Android Tutorial so that you can fly the quad copter with a laptop.
    Android Tutorial

## Attching E-Clips to Quadcopter

step 1: Tools needed to attach quad copter
step 2: Aligning E- clips Align the eclip to the pin keep the magnet handy because these e-clips fly off easily and the magnet assists you in finding the e-clip.
step3: Push e-clip into pin using mounting tool.
step 4: Once in place you will here it click into the pin.

### Next Steps

The next steps for new teams would be to convert all of the quadcopters to use Anderson power-pole battery connectors, learn to fly the quadcopter using a laptop, and attaching the Nerf gun to the quadcopter and designing a mechanism to shoot the gun while it is in flight.
# Helicopter/Howard Community College/HelicopterSummary

Summary of the Helicopter Teams
# Helicopter/Howard Community College/HelicopterSummary/Summary of the Helicopter Teams

So far most of the teams in the Fall semester havent really gone far trying to build their own quadcopters. But most of them managed to play around with the Parrot Drone and fly it around.
# Helicopter/Howard Community College/Spring2012

       p502JASS
       p2502JASS
       p3502JASS
# Helicopter/Howard Community College/Fall2012/p3-550-mww/Android Tutorial
## Android Tutorial

This is a tutorial on how to install Android OS onto a laptop and download NavAndrone application to fly the AR Quad copter. Equipment Needed: AR Qaudcopter , ASUS Eee PC 900HD (mini laptop), Flash Drive
Follow these Steps:
1) On separate PC or Laptop go to www.android-86.org/download.
2) Plug in your flash Drive into PC
3) Now you take the USB drive and plug it into the Eee PC
4) This will give you another blue screen that asks you if you want to run Android OS or if
5) Once it installs and brings up all the applications you connect to the internet.
# Helicopter/Howard Community College/Fall2012/p3-550-mww/Weight Testing
### Purpose

    To determine how much weight the quadcopter will lift.

### Materials:

    Lead shot
    Plastic sandwich bags
    Double sided tape
    Lightweight fishing line
    Clamps
    Scissors
    Scale
    Quadcopter
    Iphone with app installed

### Procedure:

    1. Ensure that the battery for the quadcopter is fully charged.
    2. Gather all needed materials.
    3. Create incremental weights using lead shot, plastic bags and the scale.
    4. Fold bag with weight to concentrate weight to the smallest possible area.
    5. Attach weight to quadcopter outdoor shroud with double-sided tape.
    6. Attach equal length pieces of lightweight fishing line to each foot of the quadcopter.
    7. Tether the quadcopter to the workbench with the fishing lines.
    8. Connect the battery to the quadcopter.
    9. Place quadcopter on the workbench.
    10. Connect to the quadcopter with the Iphone application.
    11. Press the takeoff button.
    12. Observe whether or not the quadcopter will lift off of the ground with the added weight.
    13. Hit the land button.
    14. Record the results.
    15. Repeat with incremental weights.

### Results:

| Weight in oz. | Weight in grams | Lift Achieved? |
| 0 oz. | 0g | Y |
| 1.0 oz. | 28g | Y |
| 1.5 oz. | 43g | Y |
| 2.0 oz. | 57g | Y |
| 2.5 oz. | 71g | Y |
| 3.0 oz. | 85g | Y |
| 3.5 oz. | 99g | Y |
| 4.0 oz. | 114g | Y |
# Gospel of John (CBS)/Week 9/Study Guide

I have composed the following questions to help you study for this week's test. These questions are similar to the ones that will be on the test, and might even be the same. I'd suggest focusing on answering them as if they were test questions, because then you will be more prepared to answer them. You can use the Week 9 talk page to seek assistance with these questions and I will personally answer questions at this week's meeting.
* How does Christ make himself known to his people?
* Where did Jesus reveal himself to his disciples?
* What were his disciples doing? Where they successful in their work?
* Why did He visit him at this particular time? What is the significance in relation to their work?
* How did Jesus reveal himself to his disciples?
* What did Simon Peter do when he heard that it was Jesus? What does this action signify?
* What did the disciples find when they reached the shore?
* What is the significance of the abundance of fish?
* How does the net relate to the Gospel?
* What renews the sorrow of a true penitent and how does this show their penitence?
* What should Christians not be afraid to have called into question?
* What main qualification must a Shepherd have? Who must he love and to what extent?
* What disciple did Jesus restore, and in what way?
* What three instructions did He give Peter?
* What is the significance of each of these instructions?
* Why does Jesus use the word sheep?
* What does sheep represent? Who is Jesus really talking about?
* What is formidable to the most experienced Christian and why?
* What does the disciple specifically state about the things Jesus did?
* Is the Gospel of John a complete record of everything Jesus did? Why or why not?
# Grade School Curriculum/Language Arts

K 1 2 3 4 5
# Gospel of Thomas

The Gospel of Thomas was written 110 - 160 years after the Gospel of Mark. It was discovered in December 1945 near Nag Hammadi, Egypt, and is classified as one of the Gnostic gospels.

## Gospel of Thomas with commentary

(3) Jesus said : "The Kingdom is inside You and outside You."
--> Awaken your inner happiness and you'll recognize the paradise in your world.
(8) Then He said : "A man is like a wise fisherman who casts his net into the sea and drew it up from the sea full of small fish. Among them he found a fine large fish. The wise fisherman threw all the small fish back into the sea and chose the large fish without hesitation. He who has ears to hear, let him hear."
-->The inner happiness is the big fish and the outer luck the small fishes.
(10) Jesus said : "I have cast fire upon the world, and see, I watch over it until it blazes up."
--> Jesus will protect us forever.
(25) Jesus said : "Love your brother like your own soul, watch over him like the apple of your eye."
--> Live in the all-embracing love.
(27) "If You do not fast as regards the world, You will not find the Kingdom. If You do not observe the Sabbath as Sabbath, You will not see the Father."
--> Stay away from worldly things and practice effectively your spiritual path.
(42) Jesus said : "Be passers-by."
--> Do not be attached by the world.
(47) Jesus said : "It is impossible to serve two masters."
--> You must decide if you want to serve God or to serve the world.
(49) Jesus said : "Fortunate are the alone and the elect, for they will find the Kingdom."
--> You reach a life in God via the path of seclusion (rest) and by the grace of God.
(50) Jesus said : "If they ask You : 'What is the sign of your Father in You ?, say to them : 'It is movement and rest.'
--> The optimal way of internal cleansing consists of rest and exercise. Sitting and walking in constant change, until the mind comes to rest. So you resolve the internal tensions and the light of God can flow into you.
(75) Jesus said : "Many stand outside at the door, but it is the solitaries who will enter the bridal chamber."
--> Those who live secluded (unattached) get the mystical marriage with God.
(77) Jesus said : "I am the All. Cleave a piece of wood, and I am there. Lift up a stone, and You will find Me there."
--> God is a higher dimension of consciousness, which is in everything and everywhere.
(94) Jesus said : "He who seeks will find, and he who knocks will be let in."
--> Who consistently seeks God will find God. Who consistently goes his spiritual path will reach the goal.
(Quotes of the Gospel from http://www.sofiatopia.org/equiaeon/thomas.htm)
# Informal learning activities/MWi

*  [[w:{{{1}}}|{{{2}}}]] {{{3}}}  ({{{4}}})
This sets up a simple item in Men & Women lists, where {{{1}}} is the Wikipedia link, {{{2}}} is the usual sole name of the person, {{{3}}} is the century of their life, and {{{4}}} is the hint to their main role.
# Informal learning activities/MWe

* {{{1}}}  [[w:{{{2}}}|{{{3}}}]] {{{4}}}  ({{{5}}})
This sets up an item in Men & Women lists, where {{{1}}} {{{3}}} are the forename and surname to be displayed, {{{2}}} is the link to Wikipedia, {{{4}}} is the century of their life, and {{{5}}} is the hint to their main role in life.
# Informal learning activities/MWj

*  [[w:{{{1}}} {{{2}}}|{{{1}}}]] {{{3}}}  ({{{2}}})
This sets up a simple item in Men & Women lists, where there is no forename and {{{1}}} {{{2}}} is the link to the person or group, {{{1}}} is the displayed name, {{{3}}} is the century of their life, and {{{2}}} serves as the hint to their main role.
# Informal learning activities/MWk

*  [[w:{{{1}}} ({{{2}}})|{{{1}}}]] {{{3}}}  ({{{2}}})
This sets up a simple item in Men & Women lists, where there is no forename and {{{1}}} ({{{2}}}) is the link to the person or group, {{{1}}} is the displayed name, {{{3}}} is the century of their life, and {{{2}}} serves as the hint to their main role.
# Informal learning activities/MWl

*  [[w:{{{1}}} {{{2}}}|{{{2}}}]] {{{3}}}  ({{{4}}})
This sets up a simple item in Men & Women lists, where there is no forename and {{{1}}} {{{2}}} is the link to the person or group, {{{2}}} is the displayed name, {{{3}}} is the century of their life, and {{{4}}} serves as the hint to their main role.
# Informal learning activities/MWm

*  [[w:{{{1}}} {{{2}}} {{{3}}}|{{{1}}}]] {{{4}}}  ({{{3}}})
This sets up a simple item in Men & Women lists, where there is no forename and {{{1}}} {{{2}}} {{{3}}} is the link to the person or group, {{{3}}} is the displayed name, {{{4}}} is the century of their life, and {{{3}}} serves as the hint to their main role.